Published in association with the UKLA – serie

What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research.

This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy.

Explored in the book are:

-the relationship between play and literacy;

-the role environmental print has in early literacy development;

-the language and literacy development of young bilinguals;

-ideas, suggestions and justifications for the use of poetry;

-a two-year research project, funded by Creative Partnerships; and

-key issues relating to family literacy.

Includes CD-Rom

Why are visual approaches to literacy important? Children's experience of texts is no longer limited to words on printed pages - their reading and writing worlds are formed in multimodal ways, combining different modes of communication, including speech or sound, still or moving images, writing and gesture. This book is a practical guide for teachers in making sense of multimodal approaches to teaching writing.

The book covers topics such as:

- The design of multimodal texts and the relationships between texts and images

- How to build a supportive classroom environment for analysing visual and audiovisual texts, and how to teach about reading images

- How to plan a teaching sequence leading to specific writing outcomes

- Examples of teaching sequences for developing work on narrative, non-fiction and poetry

- Formative and summative assessment of multimodal texts, providing levels for judging pupil development, and suggestions for moving pupils forward

- How to write, review and carry out a whole school policy for teaching multimodal writing

The book is accompanied by a CD, which contains a range of examples of children's multimodal work, along with electronic versions of the activities and photocopiable sheets from the book, and material designed for use with interactive whiteboards.

It will be a valuable resource for primary teachers, literacy co-ordinators and students on initial teacher training courses.

Phonics: Practice, Research and Policy unravels the controversy surrounding phonics which currently characterises much of the discussion about reading standards and teaching reading. Bringing some much-needed balance to the debate - the book offers genuinely focused advice on how to make sense of the various theories and on their applications in practice, helping teachers to find the right practical solutions to suit the children in their settings.

The book includes chapters on:

- How children learn to read and how phonics helps

- The role of early phonics teaching

- Classroom approaches to phonics teaching

- Involving parents and carers

- Speaking and phonological awareness

- Spelling links

- Staff development

- Responses to the Rose Review on Early Reading.

It will be essential reading for student teachers on initial training courses, and for more experienced staff in a range of school settings.

Phonics: Practice, Research and Policy unravels the controversy surrounding phonics which currently characterises much of the discussion about reading standards and teaching reading. Bringing some much-needed balance to the debate - the book offers genuinely focused advice on how to make sense of the various theories and on their applications in practice, helping teachers to find the right practical solutions to suit the children in their settings.

The book includes chapters on:

- How children learn to read and how phonics helps

- The role of early phonics teaching

- Classroom approaches to phonics teaching

- Involving parents and carers

- Speaking and phonological awareness

- Spelling links

- Staff development

- Responses to the Rose Review on Early Reading.

It will be essential reading for student teachers on initial training courses, and for more experienced staff in a range of school settings.

Facebook, blogs, texts, computer games, instant messages… The ways in which we make meanings and engage with each other are changing. Are you a student teacher trying to get to grips with these new digital technologies? Would you like to find ways to make use of them in your classroom?

Digital technologies are an everyday part of life for students and Understanding Digital Literacies explores the ways in which they can be used in schools. Carrington and Robinson provide an insight into the research on digital technologies, stressing its relevance for schools, and suggest ways to develop new, more relevant pedagogies, particularly for social learning, literacy and literate practices. With a practical focus, the examples and issues explored in this book will help you to analyse your own practice and to carry out your own small-scale research projects.

Explaining the theoretical issues and demonstrating their practical implementation, this topical book will be an essential resource to new student teachers on undergraduate and PGCE courses, and those returning to postgraduate study.

Facebook, blogs, texts, computer games, instant messages… The ways in which we make meanings and engage with each other are changing. Are you a student teacher trying to get to grips with these new digital technologies? Would you like to find ways to make use of them in your classroom?

Digital technologies are an everyday part of life for students and Understanding Digital Literacies explores the ways in which they can be used in schools. Carrington and Robinson provide an insight into the research on digital technologies, stressing its relevance for schools, and suggest ways to develop new, more relevant pedagogies, particularly for social learning, literacy and literate practices. With a practical focus, the examples and issues explored in this book will help you to analyse your own practice and to carry out your own small-scale research projects.

Explaining the theoretical issues and demonstrating their practical implementation, this topical book will be an essential resource to new student teachers on undergraduate and PGCE courses, and those returning to postgraduate study.

Facebook, blogs, texts, computer games, instant messages… The ways in which we make meanings and engage with each other are changing. Are you a student teacher trying to get to grips with these new digital technologies? Would you like to find ways to make use of them in your classroom?

Digital technologies are an everyday part of life for students and Understanding Digital Literacies explores the ways in which they can be used in schools. Carrington and Robinson provide an insight into the research on digital technologies, stressing its relevance for schools, and suggest ways to develop new, more relevant pedagogies, particularly for social learning, literacy and literate practices. With a practical focus, the examples and issues explored in this book will help you to analyse your own practice and to carry out your own small-scale research projects.

Explaining the theoretical issues and demonstrating their practical implementation, this topical book will be an essential resource to new student teachers on undergraduate and PGCE courses, and those returning to postgraduate study.

What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research.

This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy.

Explored in the book are:

-the relationship between play and literacy;

-the role environmental print has in early literacy development;

-the language and literacy development of young bilinguals;

-ideas, suggestions and justifications for the use of poetry;

-a two-year research project, funded by Creative Partnerships; and

-key issues relating to family literacy.

This comprehensive introduction to language, literacy and learning in the primary school explores the theoretical issues that underpin pedagogical practice in the primary English language classroom in a straightforward manner, enabling readers to understand the resulting practice and curriculum offerings in English primary schools today.

The contributors explore new initiatives in primary language teaching, putting these into their theoretical context, and offer practical ideas, helping students to make the bridge from studying to be a teacher, through to the beginnings of their teaching career. Diversity and aspects of special educational needs are also considered in each section of the book.

This book will be essential reading both for undergraduate students of education, as well as for PGCE students.

Phonics: Practice, Research and Policy unravels the controversy surrounding phonics which currently characterises much of the discussion about reading standards and teaching reading. Bringing some much-needed balance to the debate - the book offers genuinely focused advice on how to make sense of the various theories and on their applications in practice, helping teachers to find the right practical solutions to suit the children in their settings.

The book includes chapters on:

- How children learn to read and how phonics helps

- The role of early phonics teaching

- Classroom approaches to phonics teaching

- Involving parents and carers

- Speaking and phonological awareness

- Spelling links

- Staff development

- Responses to the Rose Review on Early Reading.

It will be essential reading for student teachers on initial training courses, and for more experienced staff in a range of school settings.

Includes CD-Rom

Why are visual approaches to literacy important? Children's experience of texts is no longer limited to words on printed pages - their reading and writing worlds are formed in multimodal ways, combining different modes of communication, including speech or sound, still or moving images, writing and gesture. This book is a practical guide for teachers in making sense of multimodal approaches to teaching writing.

The book covers topics such as:

- The design of multimodal texts and the relationships between texts and images

- How to build a supportive classroom environment for analysing visual and audiovisual texts, and how to teach about reading images

- How to plan a teaching sequence leading to specific writing outcomes

- Examples of teaching sequences for developing work on narrative, non-fiction and poetry

- Formative and summative assessment of multimodal texts, providing levels for judging pupil development, and suggestions for moving pupils forward

- How to write, review and carry out a whole school policy for teaching multimodal writing

The book is accompanied by a CD, which contains a range of examples of children's multimodal work, along with electronic versions of the activities and photocopiable sheets from the book, and material designed for use with interactive whiteboards.

It will be a valuable resource for primary teachers, literacy co-ordinators and students on initial teacher training courses.

What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research.

This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy.

Explored in the book are:

-the relationship between play and literacy;

-the role environmental print has in early literacy development;

-the language and literacy development of young bilinguals;

-ideas, suggestions and justifications for the use of poetry;

-a two-year research project, funded by Creative Partnerships; and

-key issues relating to family literacy.