Jeni Riley is Head of School of Early Childhood and Primary Education at the Institute of Education, University of London.

`This book should be required reading for all teachers, OfSTED inspectors, parents, government ministers and anyone else who has an interest in children′s learning. Do not miss it. It is truly inspirational in its ideas, its scholarship and its quiet enthusiasm for thoughtful, well-informed, creative and holistic teaching and learning. Very highly recommended′ - The School Librarian`This study is rich in fascinating findings and not a few contentious issues′ - Early Years`The aim of this book is admirable. Despite the preponderance of texts on the development and teaching of literacy, a book which is driven by psychological theory but succeeds in combining this theory with suggestions for classroom practice is long awaited′ - Child Language Teaching and Therapy`This book should prove a useful addition to the reading lists of initial education students. The theory is made accessible and the practical implications and real teaching help given serve to show that teacher trainers are able to provide sound advice for noviciates′ - British Journal of Educational Studies`For practising teachers, she provides a wealth of valuable information, some of which may not be new, but allows further reflection on existing knowledge. Headteachers benefit from the advice on resourcing, organization and management offered in the book′ - International Journal of Early Years Education`It is intended to extend the abilities and expertise of those who are engaged in the important and complex task of supporting reading developments in the early years′ - The Primary English Magazine

• The Importance of the First Year at SchoolThe Process of LiteracySupporting Children in their First Year of SchoolFour Case StudiesPositive School Adjustment and Success in ReadingThe Organisation of a Learning Environment

Jeni Riley is Head of School of Early Childhood and Primary Education at the Institute of Education, University of London.

`This book should be required reading for all teachers, OfSTED inspectors, parents, government ministers and anyone else who has an interest in children′s learning. Do not miss it. It is truly inspirational in its ideas, its scholarship and its quiet enthusiasm for thoughtful, well-informed, creative and holistic teaching and learning. Very highly recommended′ - The School Librarian`This study is rich in fascinating findings and not a few contentious issues′ - Early Years`The aim of this book is admirable. Despite the preponderance of texts on the development and teaching of literacy, a book which is driven by psychological theory but succeeds in combining this theory with suggestions for classroom practice is long awaited′ - Child Language Teaching and Therapy`This book should prove a useful addition to the reading lists of initial education students. The theory is made accessible and the practical implications and real teaching help given serve to show that teacher trainers are able to provide sound advice for noviciates′ - British Journal of Educational Studies`For practising teachers, she provides a wealth of valuable information, some of which may not be new, but allows further reflection on existing knowledge. Headteachers benefit from the advice on resourcing, organization and management offered in the book′ - International Journal of Early Years Education`It is intended to extend the abilities and expertise of those who are engaged in the important and complex task of supporting reading developments in the early years′ - The Primary English Magazine

• The Importance of the First Year at SchoolThe Process of LiteracySupporting Children in their First Year of SchoolFour Case StudiesPositive School Adjustment and Success in ReadingThe Organisation of a Learning Environment

Jeni Riley is Head of School of Early Childhood and Primary Education at the Institute of Education, University of London.

`This book should be required reading for all teachers, OfSTED inspectors, parents, government ministers and anyone else who has an interest in children′s learning. Do not miss it. It is truly inspirational in its ideas, its scholarship and its quiet enthusiasm for thoughtful, well-informed, creative and holistic teaching and learning. Very highly recommended′ - The School Librarian`This study is rich in fascinating findings and not a few contentious issues′ - Early Years`The aim of this book is admirable. Despite the preponderance of texts on the development and teaching of literacy, a book which is driven by psychological theory but succeeds in combining this theory with suggestions for classroom practice is long awaited′ - Child Language Teaching and Therapy`This book should prove a useful addition to the reading lists of initial education students. The theory is made accessible and the practical implications and real teaching help given serve to show that teacher trainers are able to provide sound advice for noviciates′ - British Journal of Educational Studies`For practising teachers, she provides a wealth of valuable information, some of which may not be new, but allows further reflection on existing knowledge. Headteachers benefit from the advice on resourcing, organization and management offered in the book′ - International Journal of Early Years Education`It is intended to extend the abilities and expertise of those who are engaged in the important and complex task of supporting reading developments in the early years′ - The Primary English Magazine

• The Importance of the First Year at SchoolThe Process of LiteracySupporting Children in their First Year of SchoolFour Case StudiesPositive School Adjustment and Success in ReadingThe Organisation of a Learning Environment