A step-by-step program that shows parents, simply and clearly, how to teach their child to read in just 20 minutes a day.

Level: KS1 Subject: English However you like to learn, Letts will get you through. Practice English in short bursts of learning fun.

Level: KS1Subject: English Including a combination of activities, examples and illustrations, this KS1 English activity book makes learning more enjoyable and engaging. Fun English activities and quick tests will energise young learners and fully prepare them for national tests with confidence. Fully in line with the new National Curriculum, children will love this KS1 English activity book that includes colourful illustrations and simple topic explanations. This title guides children through the learning they are doing at school and is part of the simple, fun and engaging Letts Make It Easy series. Included in this book: * Simple explanations of every topic with clear examples* Step-by-step activities to progress ability* Quick tests to help you and your child to check their understanding* Colourful, fun illustrations to engage children in learning* A 'Testometer' to colour in to help track your child's progress* A chart to help you track your child's progresss

Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.