Hazel Francis – författare

Originally published in 1982. This book charts the reading progress of ten children through their first three years at school, concentrating particularly on their problems and the ways they coped with them. The author uses these case studies to analyse the children's understanding, experience of behaviour associated with literacy, and developing knowledge of spelling in the early stages of learning to read. Her analysis of the children's difficulties and successes, against the background of their home experience, classroom activities and teachers' methods, calls in question any simplistic generalisations about the ways that background and teaching method can affect reading progress.

Originally published in 1982. This book charts the reading progress of ten children through their first three years at school, concentrating particularly on their problems and the ways they coped with them. The author uses these case studies to analyse the children's understanding, experience of behaviour associated with literacy, and developing knowledge of spelling in the early stages of learning to read. Her analysis of the children's difficulties and successes, against the background of their home experience, classroom activities and teachers' methods, calls in question any simplistic generalisations about the ways that background and teaching method can affect reading progress.

Differences in language skill affect educational attainment in a complex manner, far more complex than has been suggested by notions of linguistic deprivation and differences of socio-linguistic code. First published in 1977, Language in Teaching and Learning discusses many aspects of language in education throughout the years of schooling. The nature of language learning during the school years, the effects of different social backgrounds, the ways language is used in learning in school, and questions of curriculum choice are all explored. The author proposes that the idea of educational-linguistic, rather than socio-linguistic codes might be a fruitful line of thought to pursue.In this book, Professor Francis has combined work from several fields in a way that will be helpful to teachers and to teachers in training. The work is not confined to a single specialist topic and is not simply a collection of papers.

Differences in language skill affect educational attainment in a complex manner, far more complex than has been suggested by notions of linguistic deprivation and differences of socio-linguistic code. First published in 1977, Language in Teaching and Learning discusses many aspects of language in education throughout the years of schooling. The nature of language learning during the school years, the effects of different social backgrounds, the ways language is used in learning in school, and questions of curriculum choice are all explored. The author proposes that the idea of educational-linguistic, rather than socio-linguistic codes might be a fruitful line of thought to pursue.In this book, Professor Francis has combined work from several fields in a way that will be helpful to teachers and to teachers in training. The work is not confined to a single specialist topic and is not simply a collection of papers.

Differences in language skill affect educational attainment in a complex manner, far more complex than has been suggested by notions of linguistic deprivation and differences of socio-linguistic code. First published in 1977, Language in Teaching and Learning discusses many aspects of language in education throughout the years of schooling. The nature of language learning during the school years, the effects of different social backgrounds, the ways language is used in learning in school, and questions of curriculum choice are all explored. The author proposes that the idea of educational-linguistic, rather than socio-linguistic codes might be a fruitful line of thought to pursue.In this book, Professor Francis has combined work from several fields in a way that will be helpful to teachers and to teachers in training. The work is not confined to a single specialist topic and is not simply a collection of papers.

Originally published in 1982. This book charts the reading progress of ten children through their first three years at school, concentrating particularly on their problems and the ways they coped with them. The author uses these case studies to analyse the children''s understanding, experience of behaviour associated with literacy, and developing knowledge of spelling in the early stages of learning to read. Her analysis of the children''s difficulties and successes, against the background of their home experience, classroom activities and teachers'' methods, calls in question any simplistic generalisations about the ways that background and teaching method can affect reading progress.