LEADER 03249oam 2200577I 450 001 9910462397303321 005 20200520144314.0 010 $a1-280-77679-X 010 $a9786613687180 010 $a0-203-14753-7 010 $a1-136-51081-8 024 7 $a10.4324/9780203147535 035 $a(CKB)2670000000205688 035 $a(EBL)981668 035 $a(OCoLC)804665711 035 $a(MiAaPQ)EBC981668 035 $a(Au-PeEL)EBL981668 035 $a(CaPaEBR)ebr10572246 035 $a(CaONFJC)MIL368718 035 $a(OCoLC)900283086 035 $a(EXLCZ)992670000000205688 100 $a20180706e20121983 uy 0 101 0 $aeng 135 $aur|n|---||||| 200 10$aAchieving literacy $elongitudinal studies of adolescents learning to read /$fMargaret Meek ; with Stephen Armstrong. [et al.] 210 1$aAbingdon, Oxon :$cRoutledge,$d2012. 215 $a1 online resource (379 p.) 225 0 $aRoutledge library editions. Education ;$vv. 116 300 $aFirst published in 1983 by Routledge & Kegan Paul. 311 $a0-415-75109-8 311 $a0-415-69484-1 320 $aIncludes bibliographical references. 327 $aCover; Halftitle; Title; Copyright; Contents; Preface; Acknowledgements; 1. A view of the task; 2. Features Of The Starting Point; A language for life; Reading experts or expert readers?; The group gathers; 3. The compromise; Fiona; Elizabeth; Vicky; Steve; Judith; 4. Reading, without tests; 5. Early encounters; Opening moves; Andy and Fiona; Sharon and Vicky; Chris and Elizabeth; Trevor and Judith; John and Steve; My Holiday; What the teachers learned; 6. Two sources of evidence; The tape transcribed; What the video reveals; 7. What progress looks like 327 $aVicky and Tracy - confirming the role of the readerJudith and Trevor - what happens to the pupil's view of himself as a reader?; Elizabeth and Chris - progress exemplified; Small steps forward; Steve and Tom - a very special case; 8. Reflexions; The elusive joy; Implications and implementations; Notes 330 $aHow children learn to read well and what kind of teaching helps them is a scarcely penetrated mystery. This book is a fascinating and informative research report by a group of teachers who set out to teach children who have failed to acquire a useful degree of literacy; in it they discuss their experiences. The authors are presenting evidence about a central and constant problem in education, an essential kind of evidence which is often ignored, because it is so difficult to collect and present. The report presents enough case-notes and recordings of lessons and discussions to allow readers 410 0$aRoutledge library editions.$pEducation. 606 $aLanguage arts$xRemedial teaching$vLongitudinal studies 606 $aLiteracy$vLongitudinal studies 608 $aElectronic books. 615 0$aLanguage arts$xRemedial teaching 615 0$aLiteracy 676 $a428.00712 700 $aSpencer$b Margaret Meek$f1925-,$0874619 701 $aArmstrong$b Stephen$0874620 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462397303321 996 $aAchieving literacy$91952792 997 $aUNINA