Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research

“In their new book, Finn Egil Tønnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Educatio...

Descrizione completa

Salvato in:

Dettagli Bibliografici
Autori principali:	Tønnessen, Finn Egil, Uppstad, Per Henning
Natura:	Libro
Lingua:	English
Pubblicazione:	Springer 2016
Soggetti:	General Administration Education Dyslexia
Accesso online:	https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60080
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne! !

Thư viện lưu trữ:	Thư viện Trường Đại học Đà Lạt

id	oai:scholar.dlu.edu.vn:DLU123456789-60080
record_format	dspace
spelling	oai:scholar.dlu.edu.vn:DLU123456789-600802023-11-11T07:13:18Z Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research Tønnessen, Finn Egil Uppstad, Per Henning General Administration Education Dyslexia “In their new book, Finn Egil Tønnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Education and Research in Stavanger, Norway.” – Professor Usha Goswami, University of Cambridge. Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research. The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined with behaviourism and connectionism – in part by focusing on the concept of ‘skill’. The key components of a skill are claimed to be automaticity, awareness and shifts between them. Reading is defined as an interpretative skill, which should be viewed from the perspective of hermeneutics. The authors use these fundamental analyses and definitions to shed new light on the ‘balanced approach to reading instruction’, ‘reading fluency’ and other key concepts. The book also deals with problems in the definition of ‘dyslexia’ and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress. The book mainly builds on articles published over the past 25 years by Professor Finn Egil Tønnessen at the National Centre for Reading Education and Research, Stavanger, Norway. 2016-04-19T02:50:36Z 2016-04-19T02:50:36Z 2015 Book 978-94-6209-956-2 https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60080 en application/pdf Springer
institution	Thư viện Trường Đại học Đà Lạt
collection	Thư viện số
language	English
topic	General Administration Education Dyslexia
spellingShingle	General Administration Education Dyslexia Tønnessen, Finn Egil Uppstad, Per Henning Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research
description	“In their new book, Finn Egil Tønnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Education and Research in Stavanger, Norway.” – Professor Usha Goswami, University of Cambridge. Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research. The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined with behaviourism and connectionism – in part by focusing on the concept of ‘skill’. The key components of a skill are claimed to be automaticity, awareness and shifts between them. Reading is defined as an interpretative skill, which should be viewed from the perspective of hermeneutics. The authors use these fundamental analyses and definitions to shed new light on the ‘balanced approach to reading instruction’, ‘reading fluency’ and other key concepts. The book also deals with problems in the definition of ‘dyslexia’ and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress. The book mainly builds on articles published over the past 25 years by Professor Finn Egil Tønnessen at the National Centre for Reading Education and Research, Stavanger, Norway.
format	Book
author	Tønnessen, Finn Egil Uppstad, Per Henning
author_facet	Tønnessen, Finn Egil Uppstad, Per Henning
author_sort	Tønnessen, Finn Egil
title	Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research
title_short	Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research
title_full	Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research
title_fullStr	Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research
title_full_unstemmed	Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research
title_sort	can we read letters?: reflections on fundamental issues in reading and dyslexia research
publisher	Springer
publishDate	2016
url	https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60080
_version_	1819764332620152832

Can We Read Letters?: Reflections on Fundamental Issues in Reading and Dyslexia Research

Documenti analoghi