02872nam 2200661Ia 450 991081353110332120240416145454.00-674-04237-910.4159/9780674042377(CKB)1000000000786903(StDuBDS)AH23050844(SSID)ssj0000227502(PQKBManifestationID)11176515(PQKBTitleCode)TC0000227502(PQKBWorkID)10264161(PQKB)10971998(PQKBManifestationID)16033000(PQKB)22007931(Au-PeEL)EBL3300055(CaPaEBR)ebr10312760(OCoLC)923108934(DE-B1597)574401(DE-B1597)9780674042377(MiAaPQ)EBC3300055(EXLCZ)99100000000078690320040525d2004 uy 0engur|||||||||||txtccrPrint literacy development uniting cognitive and social practice theories /Victoria Purcell-Gates, Erik Jacobson, Sophie Degener1st ed.Cambridge, MA Harvard University Press20041 online resource (viii, 206 p.)Originally published: 2004.0-674-01518-5 0-674-02254-8 Includes bibliographical references (p. [187]-202) and index.Frontmatter --Acknowledgments --Contents --CHAPTER ONE To Learn to Read and Write: Students Who Fail and Succeed --CHAPTER TWO The LPALS Study --CHAPTER THREE How Does Print Literacy Develop? --CHAPTER FOUR Literacy as Social Practice --CHAPTER FIVE Print Literacy as Cognitive Skill Development --CHAPTER SIX The Seeming Incommensurability of the Social and the Cognitive --CHAPTER SEVEN Print Literacy Development through a Widened Lens --CHAPTER EIGHT The Course of Print Literacy Development in and out of School --Notes --References --IndexThe 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 socio-cultural context of literacy practices.LiteracySocial aspectsUnited StatesCase studiesCognitive learningUnited StatesCase studiesAdult education studentsUnited StatesCase studiesLiteracySocial aspectsCognitive learningAdult education students302.2244Purcell-Gates Victoria1631435Jacobson Erik1631436Degener Sophie1631437MiAaPQMiAaPQMiAaPQBOOK9910813531103321Print literacy development3970230UNINA