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Titolo:
'Supposing': Reading between the lines: An allegorical account of contemporary debates on literacy acquisition
Autore:
Pirrie, A;
Indirizzi:
Univ Edinburgh, Moray House Inst Educ, Edinburgh EH8 9YL, Midlothian, Scotland Univ Edinburgh Edinburgh Midlothian Scotland EH8 9YL Midlothian, Scotland
Titolo Testata:
BRITISH JOURNAL OF EDUCATIONAL STUDIES
fascicolo: 4, volume: 47, anno: 1999,
pagine: 348 - 363
SICI:
0007-1005(199912)47:4<348:'RBTLA>2.0.ZU;2-M
Fonte:
ISI
Lingua:
ENG
Soggetto:
SCHOOL EFFECTIVENESS;
Keywords:
early learning; literacy acquisition; early intervention;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
49
Recensione:
Indirizzi per estratti:
Indirizzo: Pirrie, A Univ Edinburgh, Moray House Inst Educ, Edinburgh EH8 9YL, Midlothian, Scotland Univ Edinburgh Edinburgh Midlothian Scotland EH8 9YL , Scotland
Citazione:
A. Pirrie, "'Supposing': Reading between the lines: An allegorical account of contemporary debates on literacy acquisition", BR J EDUC S, 47(4), 1999, pp. 348-363

Abstract

Telling stories is a basic human activity. It enables us to organise, evaluate and transform what we see going on around us. It allows us to make sense of what is happening, to defy what is ephemeral in our experience. In short, it helps us to read the signs and between the lines. In the story thatfollows, we shall watch how Little Monster struggles with the apparently random and inexplicable and strives to make order out of chaos. He is fortunate to have a mother who regards storytelling as a significant determinant of his psyche-social well-being Indeed, there are those who would argue that engaging in the construction of narrative is a precondition for literacy development, academic success and enhanced life chances. Our second story begins here, as we exploit the potential of narrative to function as a developmental turning-point in our understanding of contemporary debates an early literacy acquisition in the context of the National Evaluation of the Early Intervention Programme in Scotland.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 27/09/20 alle ore 00:57:44