rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Children, Literacy and Ethnicity
    sub title: Reading Identities in the Primary School
  name:
    name part: Scherer, Lexie.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: xxk
    date issued: 2016
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: VIII, 198 p. online resource.
  abstract: Mainstream narratives suggest Black and African Caribbean children, white working class children, and boys, are 'failing' to learn to read. This book investigates intersections between race, class and gender in the picture of the 'poor reader', starting with young children's voices. What is the place of home learning in the story of children learning- or failing to learn to read? What do we learn about children's identity formation as they engage with books? Social science has not focused on reading as a social practice in the lives of children, starting with their perspectives, and this book fills a major gap. Policy and teachers' discourses are well represented in the literature; children's experiences of reading are not. This book not only shows the complex meanings children make of reading, but also that through consulting pupil voice it is possible to explore different issues around reading than those in adult-led debates.
  note: by Lexie Scherer.
  subject:
    topic: Science
  subject:
    topic: Science
  subject:
    topic: Science, general
  classification: Q1-390
  classification: 500
  related item:
    title info:
      title: Springer eBooks
  identifier: 9781137537379
  identifier: http://dx.doi.org/10.1057/9781137537379
  record info:
    record creation date: 160429
    record change date: 20160623031745.0
    record identifier: 978-1-137-53737-9