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- W1519666971 abstract "36 A large amount of literature exists on the teaching of reading and writing, and there are also numerous experimental studies, most of which have utilised the traditional research design of pre-test, experimental treatment, posttest to investigate what are often quite limited aspects of reading behaviour. Indeed, Reid (1973) complains that the variety and quantity of such studies has actually increased the difficulty of formulating a coherent account of the processes involved in fluent, skilled reading and of the acquisition of these skills, because, in so many cases, the researchers have taken a restricted, product-oriented, view of reading, treating it as an isolated activity and ignoring both its relationships with other types of language behaviour and also the particular cultural and social contexts in which it is learned. Once this multiple determination of success in learning to read has been recognised, together with the heterogeneity of pedagogical practice, it becomes clear that there is a need for investigations that attempt to study the learning experiences of individual children as they occur natually, in a variety of schools. This is what the Children Learning to Read project1 is attempting to do, by exploring in detail the interaction between oral language ability, relevant preschool experience and initial motivation with respect to reading, range and type of texts and instructional materials, and relative emphasis and timing in the strategies employed by the teachers concerned in the initial stages of reading instruction. The sample of 20 children being studied is a sub-sample of the children whose language development is already being investigated in the Bristol Language Development study.2 Although relatively small in number, this sub-sample bears a known relationship to the larger sample from which it was drawn, which was itself selected to give equal representation to both sexes, four classes of family background and all four seasons of birth in the preschool population of the appropriate ages. Because of the geographical distribution of the children's homes throughout the city, the study also involves a wide and representative sample of schools and teachers. The children concerned entered infant school in either April or September 1975, and their progress will be monitored until July 1977." @default.
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- W1519666971 date "1977-01-01" @default.
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- W1519666971 title "A Naturalistic Approach to the Study of Language Development" @default.
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- W1519666971 doi "https://doi.org/10.1080/0141192770030113" @default.
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