The Nurture of Reading: Implications for special education

Elkins J. (1992) The Nurture of Reading: Implications for special education. Educational Psychology, 12 3-4: 291-303. doi:10.1080/0144341920120311

Author Elkins J.
Title The Nurture of Reading: Implications for special education
Journal name Educational Psychology   Check publisher's open access policy
ISSN 1469-5820
Publication date 1992-01-01
Sub-type Article (original research)
DOI 10.1080/0144341920120311
Open Access Status Not yet assessed
Volume 12
Issue 3-4
Start page 291
End page 303
Total pages 13
Language eng
Subject 3204 Developmental and Educational Psychology
3205 Experimental and Cognitive Psychology
3304 Education
Abstract Theoretical frameworks derived from Vygotsky's sociohistorical perspective are seen to offer a way to unify the teaching of reading in special and regular education settings. For example, Clay has recently analysed her Reading Recovery research using the notion of assisted performance. I argue that literacy learning by those who have disabilities is not qualitatively different from that of the majority of students, and may not need different methodologies. Similarly, greater consistency must be sought between home and school efforts to support learning to read and write.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import - Archived
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Created: Tue, 30 Aug 2016, 12:16:54 EST by System User