Emerging Partnerships: Current Research in Language and by Wray

By Wray

This quantity comprises debts of a few of the main fascinating fresh examine into language and literacy improvement. The papers incorporated conceal early language improvement, preschool literacy improvement, kid's writing, oral lecture room language, the relationships among studying and writing, using word-processors, and literacy outdoors the college context.

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As a major task for educational research in the 1990s this seems a worthwhile target, and it is hoped that the papers in this volume may move us just a little way further towards it. References CORSON, D. Clevedon: Multilingual Matters. London: HMSO. London: HMSO. EWING, J. London: Heinemann Educational. GRAVES. D. Portsmouth, New Hampshire: Heinemann. LOMAX, P. Clevedon: Multilingual Matters. , PHILLIPS, T. and WILKINSON, A. Milton Keynes: Open University Press. WRAY, D. 1986, Too much software?

References CORSON, D. Clevedon: Multilingual Matters. London: HMSO. London: HMSO. EWING, J. London: Heinemann Educational. GRAVES. D. Portsmouth, New Hampshire: Heinemann. LOMAX, P. Clevedon: Multilingual Matters. , PHILLIPS, T. and WILKINSON, A. Milton Keynes: Open University Press. WRAY, D. 1986, Too much software? An update on computer-assisted learning in language and reading. Reading 20 (2), 121-28. 1989, Reading: The new debate. Reading 23 (1), 2-8. (Street, 1984) Introduction In this paper we want to make links with the recent work being carried out in literacy learning among children in the classroom.

Page 20 2 Junior pupils' achievement in writing science Bridie Raban Up until recently, education in England and Wales has been characterised by decentralisation of authority, teacher autonomy and a lack of any national curriculum (Watson, 1979). In particular, teacher autonomy has complicated, and sometimes acted against, the necessary process of dissemination of ideas and the take-up of initiatives into busy classrooms. Schools and teachers have been free to make their own curriculum decisions and could legitimately ignore the findings of research and curriculum development, thereby easily resisting the suggestions and implications of in-service courses.

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