This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over 18 countries and, despite the national differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.

About the Author
Pamela Owen has worked as a primary teacher and as a secondary English teacher before moving into literacy research at the Centre for Formative Assessment Studies, School of Education, University of Manchester. Here she worked on the development of a literacy assessment scheme and then moved into the development of SAT English material for the STAIR Consortium. From 1991 she has been senior lecturer at St Martin's College with responsibility for the design and delivery of reading and language courses in ITT and PGCE courses. She has run several courses on reading for serving teachers and was conference coordinator of the 1993 International Reading Conference held in Lancaster. Peter Pumfrey is Professor of Education and Head of the Centre for Educational Guidance and Special Needs at the University of Manchester. He is a qualified and experienced teacher having been employed in mainstream schools and Remedial Education Services for fourteen years prior to training and working as an LEA educational psychologist.


Book Information
ISBN 9780750703642
Author Peter Pumfrey
Format Paperback
Page Count 212
Imprint Routledge Falmer
Publisher Taylor & Francis Ltd
Weight(grams) 390g