Description
The ideas of Soviet specialists on the psychology and teaching of reading are here made available in English.
The volume gives an overview of psychology and education in the U.S.S.R., and presents translations of the work of major Soviet authors, such as Elkonin and Luria. The contributions offer many valuable proposals for teaching literacy which are quite unique outside of the Soviet Union. A concluding chapter provides a commentary, tracing the links between these specialist contributions and the general cognitive theories of Vygotsky.
The result of ten years of research, this book was completed by Professor Downing shortly before he passed away in June 1987.
Chapter
Chapter 2. Notes on Russian Orthography and Pronunciation
pp.：
43 – 51
Chapter 3. An Outline of the History of Methods of Teaching Literacy in Soviet Russia, 1917 – 1947
pp.：
51 – 81
Chapter 4. A Psychological Analysis of the Process of Reading in Beginners and a Method of Teaching Literacy
pp.：
81 – 109
Chapter 5. The Pathology of Grammatical Operations
pp.：
109 – 157
Chapter 6. The Innovation and Development of Teaching Reading by the Phonetic Method
pp.：
157 – 169
Chapter 7. The Scientific Basis of Methods of Classroom Instruction in Reading at the Primary Level
pp.：
169 – 173
Chapter 8. Teaching Literacy in the Light of Contemporary Phonetics and Experimental Data
pp.：
173 – 175
Chapter 9. Research into Methods of Teaching Literacy
pp.：
175 – 193
Chapter 10. Problems of Teaching Literacy to Children at the Age of Six
pp.：
193 – 203
Chapter 11. Reading Comprehension in Skilled and Unskilled Readers
pp.：
203 – 231
Chapter 12. Children’s Mastery of Representations of Speech-Sounds
pp.：
231 – 271
Chapter 13. Some Psychological Problems of the Primer Period in the Initial Teaching of Literacy
pp.：
271 – 289
Chapter 14. The Process of Mastering Literacy
pp.：
289 – 309
Chapter 15. The Psychological Prerequisites for Reading Comprehension in Young School Children
pp.：
309 – 327
Chapter 16. The Development of Morphological Concepts in the Youngest School Children
pp.：
327 – 347
Chapter 17. Developing Syntactical Concepts in Primary School Students
pp.：
347 – 361
Chapter 18. The Segmentation of Speech into Words by the Oldest Preschool Children
pp.：
361 – 367
Chapter 19. The Quest Must Continue
pp.：
367 – 379
Chapter 20. Further Remarks on the Psychological Bases of the Initial Teaching of Literacy
pp.：
379 – 393
Chapter 21. Preschoolers’ Awareness of Speech and Readiness for Learning Literacy
pp.：
393 – 401
Chapter 22. How to Teach Children to Read
pp.：
401 – 441
Chapter 23. Central Cognitive Themes in Soviet Theory and Practice in Reading Instruction
pp.：
441 – 463
References
pp.：
463 – 477
Nnme Index
pp.：
477 – 481
Subject Index
pp.：
481 – 487
Cognitive Psychology and Reading in the USSR
( Volume 49 )
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