Beyond Early Reading (Critical Teaching) - Softcover

Softcover

ISBN 10: 1909330418 ISBN 13: 9781909330412

Publisher: Routledge, 2013

Synopsis

This is an essential text for primary trainees and teachers. While the focus in early reading is on systematic synthetic phonics, it is important to see the bigger picture and understand that teaching reading is a continuum that involves more much than the mechanics of reading. The book focuses on a range of issues to develop children who can read into children who do read, including extending reading with proficient readers, engaging disengaged readers, sustaining interest in reading in the transition from primary to secondary, and the importance of oracy in reading. Additionally, there is an exploration of the wider context of reading including international perspectives, new literacies and the importance of reading to personal development. Case studies and activities demonstrate practical applications with clear links to the underpinning theory, while critical reflections challenge the reader and encourage deeper thought about the chapter content.

About this title

About the Author

David Waugh is a former deputy headteacher who has worked in Initial teacher Training (ITT) from 1990 at the University of Hull, where he led the PGCE course and became Head of Department. In 2008 he was appointed as a National Strategies Regional Adviser for ITT. He is currently Director of the Primary PGCE at Durham University, where he is also subject leader for English. He has published extensively in primary English, as well as developing e-learning resources for National Strategies for English, mathematics and mentoring and coaching.

Sally Neaum is a lecturer in early childhood, and teaches primary English in Initial Teacher Training (ITT). She has worked as a nursery and primary school teacher and as an advisor in early years and inclusion. Her doctoral research was in the pedagogy of early literacy. She has published a number of texts focused on child development and on language and literacy in the early years.

Excerpt. © Reprinted by permission. All rights reserved.

Beyond Early Reading

By David Waugh, Sally Neaum

Critical Publishing Ltd

Copyright © 2013 John Bennett, David Boorman, Eve English, Daniel Harrison, Steve Higgins, Sally Neaum, Jemma Rennocks Martin Richardson, Craig Small, Jayne Stead, Seven Stories, Claire Warner and David Waugh
All rights reserved.

ISBN: 978-1-909330-41-2

Contents

Meet the editors, 
Meet the authors, 
Acknowledgements, 
Introduction DAVID WAUGH AND SALLY NEAUM, 
1 What can we learn from research? STEVE HIGGINS, 
2 Developing vocabulary DAVID WAUGH, 
3 Proficient readers: what next? EVE ENGLISH, 
4 Learning to comprehend CLAIRE WARNER, 
5 Beyond books JOHN BENNETT, 
6 Lessons from Hogwarts MARTIN RICHARDSON, 
7 Creative engagement with children's literature STAFF FROM SEVEN STORIES, 
8 Active reading: its impact on writing DAVID BOORMAN AND JEMMA RENNOCKS, 
9 Premier League reading DANIEL HARRISON, 
10 A perfect storm: literacy in alternative provision CRAIG SMALL, 
11 The modern storyteller: beyond KS2 JAYNE STEAD, 
Conclusion DAVID WAUGH AND SALLY NEAUM, 
Index, 

CHAPTER 1

What can we learn from research?

STEVE HIGGINS

Teachers' standards

2 Promote good progress and outcomes by pupils

• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

3 Demonstrate good subject and curriculum knowledge

• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

4 Plan and teach well-structured lessons

• reflect systematically on the effectiveness of lessons and approaches to teaching

Critical questions

» What can we learn from research into early literacy?

» What do international comparisons tell us?

» What can we learn about the teaching of early literacy?

» How can this information be used effectively?

Why do we need research?

Imagine going to see your local doctor and hearing her (or him) say, Oh I don't keep up to date with research. I just use the things that I know work for my patients. I learned what I know on the job, so I'm not really interested in how research can help me or my patients. Would you be impressed? Of course, medical research and educational research are different, but we can still learn valuable lessons from what research tells us will help make us more effective teachers, which will keep us up to date with evidence as it develops, and which will help keep us effective and fresh as teachers through trying out and evaluating new ideas.

In this chapter, you will find evidence from research that will help you reflect critically on the teaching of literacy in schools, by comparing what we do with what happens in other countries and by looking at some examples of research evidence about what has helped in the teaching of literacy.

International comparisons

There are a number of large-scale international comparisons of educational performance. The oldest is the Trends in International Mathematics and Science Study (TIMSS), which was first administered in 1995 by the International Association for the Evaluation of Educational Achievement (IEA) to allow the countries involved to compare their pupils' educational attainment in mathematics and science. The IEA also manages the Progress in International Reading Literacy Study (PIRLS), which assesses 9- and 10-year-olds in reading and literacy (see below). The Programme for International Student Assessment (PISA) is anoth

Edition details

• Publisher: Routledge
• Publication date: 2013
• Language: English
• ISBN 10: 1909330418
• ISBN 13: 9781909330412
• Binding: Paperback
• Edition number: 1
• Number of pages: 192
• Editor: Waugh David, Neaum Sally