Recent psychological perspectives on reading and spelling instruction

By Kevin Wheldall, Nicola Bell

Over the past 20 years, reading scientists have made significant progress in understanding how children learn to read and the best way to teach these basic skills. However, many of these advancements in understanding are yet to be translated into classrooms and education systems through policy and effective teaching practice.

This book, edited by Emeritus Professor Kevin Wheldall AM and Dr Nicola Bell, draws together contributions from some of the leading researchers in the field, and outlines how recent research findings could be applied practically through teaching in the classroom.

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Over the past 20 years, reading scientists have made significant progress in understanding how children learn to read and the best way to teach these basic skills. However, many of these advancements in understanding are yet to be translated into classrooms and education systems through policy and effective teaching practice.

This book, edited by Emeritus Professor Kevin Wheldall AM and Dr Nicola Bell, draws together contributions from some of the leading researchers in the field, and outlines how recent research findings could be applied practically through teaching in the classroom.

$60.00

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Bringing together nine essays written by leading experts in the field – Kate Nation, Kathleen Rastle, Jennifer Buckingham, Rhona Stainthorp, Jonathan Solity, Kerry Hempenstall, Linda S. Siegel, Kevin Wheldall, Robyn Wheldall and Peter Westwood – this book explains the latest research.

The book is aimed at educating teachers, educational psychologists and others working in schools. However, we also recommend this text to parents and caregivers who want to learn more, explore this research, and learn about evidence-based methods for teaching reading and spelling.

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