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100   $a20040525d2004      uy             0
101 0 $aeng
135   $aur|||||||||||
181   $ctxt
182   $cc
183   $acr
200 10$aPrint literacy development$b[electronic resource] $euniting cognitive and social practice theories /$fVictoria Purcell-Gates, Erik Jacobson, Sophie Degener
210   $aCambridge, MA $cHarvard University Press$d2004
215   $a1 online resource (viii, 206 p.) 
300   $aOriginally published: 2004.
311   $a0-674-01518-5 
311   $a0-674-02254-8 
320   $aIncludes bibliographical references (p. [187]-202) and index.
327   $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
330   $aThe 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.
606   $aLiteracy$xSocial aspects$zUnited States$vCase studies
606   $aCognitive learning$zUnited States$vCase studies
606   $aAdult education students$zUnited States$vCase studies
608   $aElectronic books.
615  0$aLiteracy$xSocial aspects
615  0$aCognitive learning
615  0$aAdult education students
676   $a302.2244
700   $aPurcell-Gates$b Victoria$0946057
701   $aJacobson$b Erik$0946058
701   $aDegener$b Sophie$0946059
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910454932803321
996   $aPrint literacy development$92137197
997   $aUNINA