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Learning to Read: An Integrated View from Research and Practice

Overview of attention for book
Cover of 'Learning to Read: An Integrated View from Research and Practice'

Table of Contents

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    Book Overview
  2. Altmetric Badge
    Chapter 1 Introductory Comments
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    Chapter 2 Morphemes and Spelling
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    Chapter 3 From Learning to Teaching to Learning French Written Morphology
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    Chapter 4 Oral and Written Words. Are they the Same Units?
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    Chapter 5 Developing Morphological Awareness and Learning to Write: A Two-Way Street
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    Chapter 6 Interacting Processes in the Development of Printed Word Recognition
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    Chapter 7 Introductory Comments
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    Chapter 8 Pre-School Prediction and Prevention of Dyslexia: A Longitudinal Study with Children of Dyslexic Parents
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    Chapter 9 A Closer Look at the Spelling of Children with Reading Problems
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    Chapter 10 Egoinvolved Stimulation of Early Literacy
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    Chapter 11 The Role of Semantic and Phonological Skills in Learning to Read: Implications for Assessment and Teaching
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    Chapter 12 Introductory Comments
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    Chapter 13 The Reading Debate …
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    Chapter 14 The Teaching-Learning Process In Early Written Language Acquisition
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    Chapter 15 Theoretical Discussions and Pedagogical Practice: How “Theorization” can Help in Teacher Training
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    Chapter 16 Relations Between Teachers’ Subject Matter Knowledge About Written Language and their Mental Models About Children’s Learning
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    Chapter 17 Introductory Comments
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    Chapter 18 Focused Literacy Teaching at the Start of School
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    Chapter 19 From Invention to Convention Children’s Different Routes to Literacy
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    Chapter 20 Issues in the Development of Second Language Reading: Implications for Instruction and Assessment
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    Chapter 21 Words, Letters and Smurphs: Apostrophes and Their Uses Introduction and Context
Attention for Chapter 16: Relations Between Teachers’ Subject Matter Knowledge About Written Language and their Mental Models About Children’s Learning
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Mentioned by

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1 Facebook page

Citations

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19 Dimensions

Readers on

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3 Mendeley
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Chapter title
Relations Between Teachers’ Subject Matter Knowledge About Written Language and their Mental Models About Children’s Learning
Chapter number 16
Book title
Learning to Read: An Integrated View from Research and Practice
Published in
Neuropsychology and Cognition, February 1999
DOI 10.1007/978-94-011-4826-9_16
Book ISBNs
978-0-7923-5992-0, 978-9-40-114826-9
Authors

Sidney Strauss, Dorit Ravid, Hanna Zelcer, David C. Berliner

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 3 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 3 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 1 33%
Unknown 2 67%
Readers by discipline Count As %
Linguistics 1 33%
Unknown 2 67%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 08 December 2014.
All research outputs
#23,324,704
of 25,992,468 outputs
Outputs from Neuropsychology and Cognition
#1
of 1 outputs
Outputs of similar age
#101,391
of 103,005 outputs
Outputs of similar age from Neuropsychology and Cognition
#1
of 1 outputs
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So far Altmetric has tracked 1 research outputs from this source. They receive a mean Attention Score of 0.2. This one scored the same or higher as 0 of them.
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We're also able to compare this research output to 1 others from the same source and published within six weeks on either side of this one. This one has scored higher than all of them