Reading The Evidence

Author:
Publisher:
ISBN:
Size: 42.45 MB
Format: PDF
View: 6335
Download
This book was written by seven academics all with extensive published research in the field of literacy: Greg Brooks, Margaret M Clark, Henrietta Dombey and Terry Wrigley from the UK and Misty Adoniou, Robyn Cox and Paul Gardner from Australia (Robyn and Paul had previously worked in England). None of us, as has been claimed, dispute that phonics does have a place in the teaching of reading. Here, set against a wider background of research on literacy, we evaluate the available evidence on the now mandatory policy in England of synthetic phonics as the method of teaching reading and the statutory Phonics Screening Check. We consider the impact of politics on literacy policy and practice, the imposition of synthetic phonics in England as the required method of teaching reading and of the phonics check and its consequences, intended and unintended. In 2012 this check became a statutory assessment for all children at the end of year 1, aged about six years of age, in all State-funded schools in England. The debate is widened to a consideration as to whether in England, as well as in the USA, ideology might be 'trumping evidence' and why Australia should reconsider its proposal to introduce the phonics check from England. The scene is set in the first chapter on 'Learning to be Literate', and in the final chapter 'Neglected lessons from successful classrooms' are reported.

Learning To Be Literate

Author: Margaret M Clark
Publisher: Routledge
ISBN: 1317286200
Size: 64.39 MB
Format: PDF, Kindle
View: 4875
Download
Winner of the prestigious UK Literacy Association Academic Book Award for 2015 in its original edition, this fully revised edition of Learning to be Literate uniquely analyses research into literacy from the 1960s through to 2015 with some surprising conclusions. Margaret Clark explores the argument that young children growing up in a literate environment are forming hypotheses about the print around them, including environmental print, television, computer games and mobile phones. In a class where no child can yet read there is a wide range of understanding with regards to concepts of print and the critical features of written language. While to any literate adult, the relationship between spoken and written language may be obvious, young children have to be helped to discover it. This persuasive argument demonstrates the value of research in order to make informed policy decisions about children’s literacy development. Accessible and succinct, Professor Clark’s writing brings into sharp focus the processes involved in becoming literate. The effect on practice of many recent government policies she claims run counter to these insights. The key five thematic sections are backed up with case studies throughout and include: Insights from Literacy Research: 1960s to 1980s Young Literacy Learners: how we can help them Curriculum Developments and Literacy Policies, 1988 to 1997: a comparison between England and Scotland Synthetic Phonics and Literacy Learning: government policy in England 2006 to 2015 Interpretations of Literacy in the Twenty-first Century

Language At The Speed Of Sight

Author: Mark Seidenberg
Publisher:
ISBN: 0465019323
Size: 21.47 MB
Format: PDF, Kindle
View: 433
Download
We’ve been teaching reading wrong—a leading cognitive scientist tells us how we can finally do it right

The Wiley Handbook Of Developmental Psychology In Practice

Author: Kevin Durkin
Publisher: John Wiley & Sons
ISBN: 1405163364
Size: 72.13 MB
Format: PDF, Docs
View: 6492
Download
An authoritative new work exploring the themes of communication and implementation of research within developmental psychology – a scientific field with extensive real world value in addressing problems faced by individuals, families and services Brings together the insights of a stellar group of contributors with personal experience translating developmental psychology research into practice Accessibly structured into sections exploring family processes and child rearing practices; educational aspects; and clinical applications Goes beyond traditional reviews of literature in the field to report on practical implementation of research findings, including the challenges faced by authors Serves as an invaluable resource for developmental psychologists, practitioners working in the field of child development, and policymakers working on issues affecting children and families

When The Adults Change Everything Changes

Author: Paul Dix
Publisher: Crown House Publishing Ltd
ISBN: 1781352895
Size: 51.67 MB
Format: PDF, ePub, Mobi
View: 6245
Download
In When the Adults Change, Everything Changes: Seismic Shifts in School Behaviour, Paul Dix upends the debate on behaviour management in schools and offers effective tips and strategies that serve to end the search for change in children and turn the focus back on the adults. You can buy in the best behaviour tracking software, introduce 24/7 detentions or scream ‘NO EXCUSES’ as often as you want – but ultimately the solution lies with the behaviour of the adults. It is the only behaviour over which we have absolute control. Drawing on anecdotal case studies, scripted interventions and approaches which have been tried and tested in a range of contexts, from the most challenging urban comprehensives to the most privileged international schools, behaviour training expert and Pivotal Education director Paul Dix advocates an inclusive approach that is practical, transformative and rippling with respect for staff and learners. An approach in which behavioural expectations and boundaries are exemplified by people, not by a thousand rules that nobody can recall. When the Adults Change, Everything Changes illustrates how, with their traditional sanction- and exclusion-led methods, the ‘punishment brigade’ are losing the argument. It outlines how each school can build authentic practice on a stable platform, resulting in shifts in daily rules and routines, in how we deal with the angriest learners, in restorative practice and in how we appreciate positive behaviour. Each chapter is themed and concludes with three helpful checklists – Testing, Watch out for and Nuggets – designed to help you form your own behaviour blueprint. Throughout the book both class teachers and school leaders will find indispensable advice about how to involve all staff in developing a whole school ethos built on kindness, empathy and understanding. Suitable for all head teachers, school leaders, teachers, NQTs and classroom assistants – in any phase or context, including SEND and alternative provision settings – who are looking to upgrade their own classroom management or school behaviour plan. Contents include: Visible Consistency, Visible Kindness; The Counter-Intuitive Classroom; Deliberate Botheredness; Certainty in Adult Behaviour; Keystone Classroom Routines; Universal Microscripts: Flipping the Script; Punishment Addiction, Humiliation Hangover; Restore, Redraw, Repair; Some Children Follow Rules, Some Follow People; Your Behaviour Policy Sucks!; and The 30 Day Magic.

Primary English Teaching

Author: Robyn Cox
Publisher: SAGE Publications
ISBN: 184920196X
Size: 33.32 MB
Format: PDF, Docs
View: 6461
Download
Published in association with United Kingdom Literary Association.

Planning In The Moment With Young Children

Author: Anna Ephgrave
Publisher: Routledge
ISBN: 1351625225
Size: 42.26 MB
Format: PDF, ePub, Docs
View: 4759
Download
Young children live in the here and now. If adults are to make a real difference to their learning they need to seize the moments when children first show curiosity, and support their next steps immediately. This book embraces the concept of planning "in the moment" and emphasises the critical role of the adult in promoting child-led learning, giving early years practitioners the confidence and insight to work and plan in the moment, and enabling the children in their care to live, learn, play and develop in the here and now. Planning in the Moment with Young Children maintains a strong link to practice, providing numerous examples of how practitioners can integrate spontaneous planning and rich adult–child interactions into their everyday practice and early years curricula. From timetabling to setting clear rules, creating enabling environments, keeping records and making use of a variety of materials, the book demonstrates the multitude of ways in which practitioners can encourage child autonomy and respond to the unique needs of each child. Examples from practice are rooted in theory, fully contextualised, and exemplified by original documentation sourced from the author’s own experiences and from a wide variety of settings. ? Key features include: over 180 full colour photographs to illustrate practice; photocopiable pages including planning sheets, documentation and activity sheets; advice on working with parents, individual children and groups; tailored guidance on working with children at different stages of development from birth to age 6 years; relevance to a range of settings, including childminders, pre-schools, nurseries and schools. When children are allowed to select where, with what, and how to play, they are truly invested in their play, they become deeply involved and make dramatic progress. This book is an outstanding testament to a responsive and child-led way of working in early years environments. Practitioners will be guided, inspired and supported to work spontaneously and reactively – planning as they go and celebrating the results!

Reading The Grand Illusion

Author: Kenneth Goodman
Publisher: Routledge
ISBN: 1317331001
Size: 51.85 MB
Format: PDF, Kindle
View: 3600
Download
What is reading? In this groundbreaking book, esteemed researchers Ken Goodman, Peter Fries, and Steven Strauss, explain not only what reading really is but also why common sense makes it seem to be something quite different from that reality. How can this grand illusion be explained? That is the purpose of this book. As the authors show, unraveling the secrets of the grand illusion of reading teaches about far more than reading itself, but also about how remarkable human language is, how the brain uses language to navigate the world, what it means to be human. Each author brings a different perspective, but all share a common view of the reading process. Together they provide a clear and surprising exposition of the reading process, in which they involve readers of this book in exploring the ways they themselves read and make sense of written language while their eyes fixate on fewer than 70 percent of the words in the text. In addition, the authors engage in a cross-disciplinary discussion about how readers use the brain, eyes, and language in reading. The different perspectives provide depth to the authors’ description of reading. The information presented in this book will be new to many teachers, researchers, teacher educators, and the public alike. The final chapter draws on the understandings from the book to challenge the treatment of reading and writing as school subjects and offers the basis for supporting literacy development as a natural extension of oral language development.