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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$vCase studies
615  0$aLiteracy$xSocial aspects
615  0$aCognitive learning
615  0$aAdult education students
676   $a302.2244
700   $aPurcell-Gates$b Victoria$01462637
701   $aJacobson$b Erik$01462638
701   $aDegener$b Sophie$01462639
801  0$bMiAaPQ
801  1$bMiAaPQ
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906   $aBOOK
912   $a9910778183803321
996   $aPrint literacy development$93671694
997   $aUNINA