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Excellence and equity in literacy education

Overview of attention for book
Cover of 'Excellence and equity in literacy education'

Table of Contents

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    Book Overview
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    Chapter 1 The Development of New Zealand’s National Literacy Strategy
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    Chapter 2 Findings from New Zealand’s Participation in the Progress in International Reading Literacy Study in 2001, 2006, and 2011
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    Chapter 3 Is Reading Recovery an Effective Early Literacy Intervention Programme for Children Who Most Need Literacy Supports?
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    Chapter 4 Literacy Performances of Young Adults in New Zealand: Outcomes of School-Based Literacy Instruction
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    Chapter 5 Literacy and the Early Education Curriculum in New Zealand
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    Chapter 6 Pedagogical Constructivism in New Zealand Literacy Education: A Flawed Approach to Teaching Reading
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    Chapter 7 Literate Cultural Capital and Matthew Effects in Reading Achievement
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    Chapter 8 Meeting the Needs of Beginning Readers through Differentiated Instruction
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    Chapter 9 Teacher Knowledge Needed for Differentiated Early Reading Instruction
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    Chapter 10 Eleven Myths about Literacy Education in New Zealand
Attention for Chapter 6: Pedagogical Constructivism in New Zealand Literacy Education: A Flawed Approach to Teaching Reading
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Citations

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Summary Dimensions citations
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Chapter title
Pedagogical Constructivism in New Zealand Literacy Education: A Flawed Approach to Teaching Reading
Chapter number 6
Book title
Excellence and Equity in Literacy Education
Published by
Palgrave Macmillan, London, January 2015
DOI 10.1057/9781137415578_6
Book ISBNs
978-1-349-68210-2, 978-1-137-41557-8
Authors

William E. Tunmer, Keith T. Greaney, Jane E. Prochnow

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 4 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 4 100%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 1 25%
Unknown 3 75%
Readers by discipline Count As %
Social Sciences 1 25%
Unknown 3 75%

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