Show simple item record

dc.contributor.authorBuckingham Reynolds, Lyndsay Reneees-ES
dc.date.accessioned2018-06-20T11:43:55Z
dc.date.available2018-06-20T11:43:55Z
dc.identifier.urihttp://hdl.handle.net/11531/27823
dc.description.abstractes-ES
dc.description.abstractTextbooks for teaching language in 1st and 2nd grade in Spain have been reported to take a narrow approach to literacy that focuses on sentence-level work while ignoring the broader context (Fernández & Halbach, 2009). This study seeks to determine whether this continues to be the case with a selection of textbooks for the 3rd and 4th grades currently used in the Autonomous Community of Madrid. In particular, it examines the focus and genre of the writing and speaking activities, the emphasis on product or process, the existence of scaffolding to assist learners to go beyond the level of the sentence, and the extent to which the learners experience is considered as an element that can foster the link between text and context.en-GB
dc.format.mimetypeapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentes_ES
dc.language.isoen-GBes_ES
dc.rightsCreative Commons Reconocimiento-NoComercial-SinObraDerivada Españaes_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/es_ES
dc.titleLiteracy development in grades 3 and 4 of primary school in the Autonomous Community of Madrid: A textbook analysises_ES
dc.typeinfo:eu-repo/semantics/workingPaperes_ES
dc.description.versioninfo:eu-repo/semantics/draftes_ES
dc.rights.holderes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.keywordses-ES
dc.keywordsliteracy, textbooks, Madriden-GB


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Creative Commons Reconocimiento-NoComercial-SinObraDerivada España
Except where otherwise noted, this item's license is described as Creative Commons Reconocimiento-NoComercial-SinObraDerivada España