Children's Experience of Reading and Notions of Units in Language
Bibliographic Data
| ID | 5263291 |
|---|---|
| Authors | Hazel Francis (University of Leeds, corresponding author) |
| Year | 1973 |
| Volume | 43 |
| Issue | 1 |
| Pages | 17-23 |
| Publication date | 1973-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1973.tb00733.x |
| OpenAlex | W2044038556 |
| Language | EN |
| Citations received | 7 |
Downing (1970) has shown that young children learning to read experience difficulty in understanding the technical vocabulary of teaching reading and has suggested that this is due to their inability to understand abstract concepts. This study confirms some of the difficulties and traces their resolution, attributing them not so much to the children's limited cognitive abilities and the abstract nature of the concepts, as to unfamiliarity with an analytical approach to language and to the range and overlap of reference in use of the terms
Cognition · Cognitive psychology · Developmental psychology · Linguistics · Reading (process) · Vocabulary · Philosophy · Psychology · Reading and Literacy Development
Talk and Doubletalk
The Concept of Word in Young Children as a Function of Level of Cognitive Development
Cognitive factors in dyslexia
Variables del proceso de enseñanza-aprendizaje del lenguaje escrito en los primeros niveles de la E.G.B
Reflections. teaching the secondary language functions of writing, spelling, and reading
Young Children's Concepts about Print and Reading
Words, words, words
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 1973 - 2003 (31) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |