Young Children Reading

At home and at school

Häftad, Engelska, 2011

794 kr

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Beskrivning

Developing and supporting literacy is an absolute priority for all early years settings and primary schools, and something of a national concern. By presenting extensive research evidence, Rachael Levy shows how some of our tried and tested approaches to teaching reading may be counter-productive, and are causing some young children to lose confidence in their abilities as readers. Through challenging accepted definitions and perspectives on reading, this book encourages the reader to reflect critically on the current reading curriculum, and to consider ways in which their own practice can be developed to match the changing literacy landscape of the 21st century.

Placing the emphasis on the voices of the children themselves, the author looks at:

- what it feels like to be a reader in the digital age

- children's perceptions of reading

- home and school reading

- reading in multidimensional forms

- the future teaching of reading

Essential reading for all trainee and practising teachers, this critical examination of a vital topic will support all those who are interested in the way we can help future generations to become literate. This book will encourage researchers and practitioners alike to redefine their own views of literacy, and situate 'reading literacy' within the digital world in which young children now live.

Produktinformation

Utgivningsdatum:2011-06-22
Mått:170 x 242 x 11 mm
Vikt:310 g
Format:Häftad
Språk:Engelska
Antal sidor:176
Upplaga:1
Förlag:SAGE Publications
ISBN:9780857029911

Utforska kategorier

Pedagogisk metodik inom Psykologi och pedagogik

Mer om författaren

Rachael Levy worked as a primary school teacher in both London and Cambridge before undertaking her doctoral studies at the University of Cambridge. She is Lecturer in Early Years Education, at the University of Sheffield.

Innehållsförteckning

IntroductionStructure of the bookOverview of the bookBecoming a Reader in a Digital AgeDefinitions of ReadingThe Cognitive-Psychological PerspectiveThe Psycho-Linguistic PerspectiveThe Sociopolitical PerspectiveThe Sociocultural PerspectiveThe StudyEthical ConsiderationsThe Research Methods: Designing the ToolsThe Role of the ResearcherData CollectionTeacher and Parent InterviewsDeveloping the Case StudiesSummaryChildren′s Perceptions of Reading: Defining ′Reading′ in the NurseryThe Nursery CohortPerceptions of Being ′a Reader′ in NurseryPerceptions of Being a ′Non-Reader′ in NurseryDavid′s Story: Integrated Perceptions of Reading SummaryChildren′s Perceptions of Reading: Defining ′Reading′ in ReceptionThe Reception CohortPerceptions of Being ′a Reader′ in ReceptionPerceptions of Being a ′Non-Reader′ in ReceptionReading Words, Reading Pictures, Reading Whole TextsDavid′s Story: Schooled Reading - Devoid of MeaningSummaryPerceived Uses and Affordances of Book TextsThe Affordance and Uses of BooksReading Scheme Texts: Proficiency Grading and Becoming ′a Reader′Reading Schemes: Discouraging ReadingSummaryReading in Multidimensional FormsDigital LiteracyUsing Computers at Home and at SchoolReading Computer TextsResponding to Print on ScreenReading Print on Paper and ScreenReading Print in Multidimensional FormsSummaryWhat Reading Means at Home and at SchoolIntroductionDeveloping Perceptions of Reading During the Nursery YearMoving into Reception: Changes in the ′Third Space′Parents: Confidence and Contention in the ′Third Space′SummaryFrom Research to PracticePerceptions of ReadingRole of PlayThe Teacher-Pupil RelationshipPrint-Reading and the Use of Reading Scheme TextsDigital Texts and New TechnologiesSummaryConclusionA Foundation Curriculum: Promoting Confidence in ReadingAssessmentFuture ResearchConclusion