Muutke küpsiste eelistusi

E-raamat: Perceptually Enhanced Learning for Literacy: Evidence from the Global South

Edited by , Edited by
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 27-Feb-2026
  • Kirjastus: Edward Elgar Publishing Ltd
  • Keel: eng
  • ISBN-13: 9781035386406
Teised raamatud teemal:
  • Formaat - EPUB+DRM
  • Hind: 34,12 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Perceptually Enhanced Learning for Literacy: Evidence from the Global SouthSuurem pilt
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 27-Feb-2026
  • Kirjastus: Edward Elgar Publishing Ltd
  • Keel: eng
  • ISBN-13: 9781035386406
Teised raamatud teemal:

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

This book investigates the efficacy of perceptually enhanced reading theory to improve literacy education. It examines how this approach can be implemented to improve functional literacy rates in classrooms across the globe.

Through a series of case studies from Afghanistan, Cote dIvoire, Egypt, India, and the UAE, this book highlights developments in cognitive neuroscience that expand literacy rates, connecting them to effective classroom practices. Contributing authors analyze the development, implementation, evaluation, and scaling of perceptually enhanced programs, providing a practical guide on how these approaches can be used with various languages and groups of people. Featuring perspectives from across the Global South, the book sheds light on the psychological and physiological processes in literary development, emphasizing the efficiency of perceptually enhanced reading approaches for non-western orthographies.





Perceptually Enhanced Learning for Literacy is a vital read for scholars and students in the fields of neuroscience, psychology, and education. It will also benefit education specialists, international development practitioners, and governmental stakeholders interested in the improvement of functional literacy rates.
Contents
1 Introduction: perceptually enhanced reading in the Global
South 1
Jessica Tsimprea Maluch and Helen Abadzi
PART I THEORETICAL UNDERPINNINGS
2 Visual perceptual learning for reading automaticity 9
Helen Abadzi
3 Teaching the classroom language to children who do not
speak it 27
Helen Abadzi
PART II CONTEXTUAL EXAMPLES
4 Evidence-based good practices and continuing challenges:
evidence from Ivory Coast and Benin 43
Aigly Zafeirakou
5 Perceptually enhanced learning in adult literacy in Afghanistan 61
Lauryn Oates and Murwarid Ziayee
6 Empowering senior learners in Nepal through perceptually
enhanced methodology 81
Sanju Thapa Magar, Munirah Eskander and Jessica Tsimprea Maluch
7 Developing and implementing perceptually enhanced reading
in Telugu 95
Radhika Iyengar
8 Evaluation of a foundational reading program in rural Upper
Egypt: lessons and challenges 106
Fatma Abdelkhalek, Ray Langsten and Helen Abadzi
9 Learning to read in Malawi 125
Radhika Iyengar
10 Opportunities and challenges to implementing and scaling an
Arabic perceptually enhanced reading program: reflections
from Ras Al Khaimah 136
Jessica Tsimprea Maluch, Reham Zahran and Gehad Al Najjar
11 Transforming early-grade reading in a diglossic setting:
evidence from Morocco 152
Abdellah Chekayri
12 Conclusion 171
Helen Abadzi
Edited by Helen Abadzi, Department of Psychology, University of Texas at Arlington, USA and Jessica Tsimprea Maluch, Sharjah Education Academy, Sharjah, UAE
Lisainfo e-raamatute kohta Lisainfo e-raamatute kohta
Püsilink: https://www.kriso.ee/db/97810353864066e.html