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This textbook aims to provide a selective, but representative, review of work in cognitive development, grouped around themes that are familiar from textbooks of adult cognition. The book focuses on the question of what develops, rather than on why it develops. The findings of a given experimental study what develops are generally fixed, but the interpretation of what particular findings mean why is fluid. Some of the experiments discussed in this book have alternative explanations, and every student interested in children's cognition is invited to develop their own ideas about what...

• New edition offers an up-to-date overview of all the major areas of importance in the field, and includes new data from cognitive neuroscience and new chapters on social cognitive development and language
• Provides state-of-the-art summaries of current research by international specialists in different areas of cognitive development
• Spans aspects of cognitive development from infancy to the onset of adolescence
• Includes chapters on symbolic reasoning,...

This book sets out to integrate recent exciting research on the precursors of reading and early reading strategies adopted by children in the classroom. It aims to develop a theory about why early phonological skills are crucial in learning to read, and shows how phonological knowledge about rhymes and other units of sound helps children learn about letter sequences when beginning to be taught to read.

The authors begin by contrasting theories which suggest that children's phonological awareness is a result of the experience of learning to read and those that suggest that...

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children s reading and spelling development:

• pre-school phonological knowledge of rhyme and alliteration
• the impact of alphabetic instruction on knowledge about phonemes
• links between early spelling and later reading.

This classic edition includes a new introduction from the authors which...

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children s reading and spelling development:

• pre-school phonological knowledge of rhyme and alliteration
• the impact of alphabetic instruction on knowledge about phonemes
• links between early spelling and later reading.

This classic edition includes a new introduction from the authors which...