000			03479nam a22004935i 4500
001			189857
003			IT-RoAPU
005			20221214232456.0
006			m|||||o||d||||||||
007			cr || ||||||||
008			220131t20222004mau fo d z eng d
020			_a9780674042377 _qPDF
024	7		_a10.4159/9780674042377 _2doi
035			_a(DE-B1597)9780674042377
035			_a(DE-B1597)574401
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aLC151 ǂb P86 2004eb
072		7	_aLAN010000 _2bisacsh
082	0	4	_a302.2244
084			_aonline - DeGruyter
100	1		_aPurcell Gates, Victoria _eautore
245	1	0	_aPrint Literacy Development : _bUniting Cognitive and Social Practice Theories / _cVictoria Purcell Gates, Purcell-Gates, Sophie Degener, Erik Jacobson.
264		1	_aCambridge, MA : _bHarvard University Press, _c[2022]
264		4	_c©2004
300			_a1 online resource (218 p.)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0	0	_tFrontmatter -- _tAcknowledgments -- _tContents -- _tCHAPTER ONE To Learn to Read and Write: Students Who Fail and Succeed -- _tCHAPTER TWO The LPALS Study -- _tCHAPTER THREE How Does Print Literacy Develop? -- _tCHAPTER FOUR Literacy as Social Practice -- _tCHAPTER FIVE Print Literacy as Cognitive Skill Development -- _tCHAPTER SIX The Seeming Incommensurability of the Social and the Cognitive -- _tCHAPTER SEVEN Print Literacy Development through a Widened Lens -- _tCHAPTER EIGHT The Course of Print Literacy Development in and out of School -- _tNotes -- _tReferences -- _tIndex
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aIs literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? Literacy researchers, who have differed sharply on this question, will welcome this book, which is the first to address the critical divide. The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices. Drawing on research that reveals connections between literacy as it is practiced outside of school and as it is taught in school, the authors argue that students learn to read and write through the knowledge and skills that they bring with them to the classroom as well as from the ways that literacy is practiced in their own different social communities. The authors argue that until literacy development can be understood in this broader way educators will never be able to develop truly effective literacy instruction for the broad range of sociocultural communities served by schools.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 31. Jan 2022)
650		7	_aLANGUAGE ARTS & DISCIPLINES / Literacy. _2bisacsh
700	1		_aDegener, Sophie _eautore
700	1		_aJacobson, Erik _eautore
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.4159/9780674042377?locatt=mode:legacy
856	4	0	_uhttps://www.degruyter.com/isbn/9780674042377
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9780674042377/original
942			_cEB
999			_c189857 _d189857