Literacy in early childhood and primary education: issues, challenges and solutions
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2013
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVI, 332 S. Ill., graph. Darst. |
| ISBN: | 9781107671010 |
Internformat
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| 245 | 1 | 0 | |a Literacy in early childhood and primary education |b issues, challenges and solutions |c Claire McLachlan ... |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a Cambridge [u.a.] |b Cambridge Univ. Press |c 2013 | |
| 300 | |a XVI, 332 S. |b Ill., graph. Darst. | ||
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Datensatz im Suchindex
| _version_ | 1804149503545049088 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
LIST OF FIGURES LIST OF TABLES
ABOUT THE AUTHORS
ACKNOWLEDGEMENTS
CHAPTER 1: INTRODUCTION
OUR THEORETICAL FRAMEWORK
MYTHS AND LEGENDS OF LITERACY TEACHING
WHAT THIS TEXT COVERS
A FEW WORDS ON HOW TO USE THIS BOOK
X
XI
XII
XIV
4
9
10
14
PART 1: LITERACY ACOUISITION: THE CHILD,
THE FAMILY AND DIVERSITY INTHE MODERN WORLD 17
CHAPTER 2: LITERACY ACOUISITION IN THE EARLY YEARS: PAST, PRESENT AND
FUTURE 19
LOOKING BACK: ABRIEF HISTORY OF LITERACY IN THE EARLY YEARS 20
THE READING WARS 25
HOW DO CHILDREN GAIN ESSENTIALLITERACY SKILLS? A PSYCHOLINGUISTIC
PERSPECTIVE 27
SOCIAL PRACTICE PERSPECTIVES ON LITERACY ACQUISITION 29
A SOCIOCULTURAL PERSPECTIVE ON LITERACY ACQUISITION 32
CONCLUSION 33
CHAPTER3: WHEN SHOULD CHILDREN START LITERACY LEARNING? 35
OVERVIEW 36
PRECOCIOUS READERS 36
WHAT IS THE RIGHT AGE AT WHICH TO LEARN TO READ? 39
TEACHING BABIES TO READ 42
WHEN IS THE BEST TIME TO TEACH CHILDREN TO READ? 42
CONCLUSION 46
APPENDIX 47
CHAPTER4: FAMILY LITERACIES AND RELATIONSHIPS WITH
CENTRES AND SCHOOLS 48
WHAT IS FAMILY LITERACY? 49
LITERACY IN THE HOME SETTING 50
IMAGE 2
CONTENTS
CHAPTER5:
CHAPTER6:
PART 2
CHAPTER 7:
CHAPTER8:
HELPING FAMILIES TO SUPPORT CHILDREN S LITERACY ACHIEVEMENTS
ENGAGING FAMILIES IN CHILDREN S LITERACY LEARNING
CONCLUSION
MULTILITERACIES: GROWING THE NEXT GENERATION
OFREADERS
WHAT ARE MULTILITERACIES?
A NEW GENERATION OF READERS: SKILLS AND ABILITIES OF CHILDREN IN THE NEW
MILLENNIUM
THINKING ABOUT TECHNOLOGY AND TEACHING FOR THE NEXT GENERATION OF
LEARNERS: MULTIMODAL APPROACHES
MULTILITERACIES IN SCHOOLS: SOME EXAMPLES
CONCLUSION
DIVERSE CLASSROOMS AND LEARNING IN BILINGUAL AND
MULTICULTURAL/MULTILINGUAL SETTINGS
DIVERSITY: WHAT DOES IT ME AN?
INDIGENOUS AUSTRALIAN STUDENTS
DIFFERENTIATED INSTRUCTION
ANOTHER FACE TO DIVERSITY: STUDENTS WHO ARE DIFFERENT IN TERMS OF HOW
YOU MIGHT TE ACH THEM
CONCLUSION
LEARNING ABOUT LITERACY IN EARLY CHILDHOOD SETTINGS
EFFECTIVE PRACTICE AND THE ROLE OF TEACHERS IN SUPPORTING LITERACY
HIGH-QUALITY LITERACY ENVIRONMENTS: WHAT ARE THEY AND HOW CAN YOU CREATE
ONE?
LITERACY IN THE CURRICULUM: TE WHAERIKI AND THE EARLY YEARS LEARNING
FRAMEWORK
THE ROLE OF TEACHERS: KNOWLEDGE CALIBRATION AND EFFECTIVE TEACHING OF
THE VERY YOUNG
ACCESS AND MEDIATION: MAKING THE MOST OF A LITERACY-RICH ENVIRONMENT
CONCLUSION
SOUND FOUNDATIONS FOR LEARNING LITERACY
A STARTING POINT
PHONOLOGICAL AWARENESS
ALPHABET KNOWLEDGE
56
60
63
65
66
68
72
76
80
82
83
87
88
93
96
99
101
102
107
112
114
119
121
122
122
126
IMAGE 3
CONTENTS
VOCABULARY 128
COMPREHENSION 133
WRITING 135
CONTINUITY BETWEEN HORNE AND CENTRE LITERACY LEARNING 137
CONCLUSION 138
CHAPTER 9: USES OF ASSESSMENT BEFORE, DURING AND AFTER
TRANSITION TO SCHOOL 140
SETTING THE SCENE FOR ASSESSMENT 141
LEARNING TO USE ASSESSMENT WISELY 142
ASSESSMENT BEFORE AND DURING A CHILD S TRANSITION TO SCHOOL 146
METHODS FOR ASSESSING AND DOCUMENTING CHILDREN S DEVELOPING LITERACY
SKILLS AND STRATEGIES 148
CONCLUSION 156
PART 3 LITERACY LEARNING IN THE PRIMARY SCHOOL 159
CHAPTER 10: THE FIRST YEAR OF PRIMARY SCHOOL: BUILDING ON FOUNDATIONS
161
THE IMPORTANCE OF THE TRANSITION TO PRIMARY SCHOOL 162
EXPLORING ISSUES DURING THE TRANSITION FROM EARLY CHILDHOOD TO PRIMARY
162
THE IMPORTANT ROLE OF THE EARLY CHILDHOOD EDUCATOR IN THE TRANSITION
PROCESS 169
THE IMPORTANT ROLE OF THE PRIMARY SCHOOL TEACHER IN THE TRANSITION
PROCESS 171
CHILDREN S ONGOING LANGUAGE AND LITERACY DEVELOPMENT A CRUCIAL PERIOD
173
RECOMMENDATIONS FOR THE CONSTRUCTION OF THE INITIAL READING AND WRITING
PROGRAM 174
BUILDING PARTNERSHIPS BETWEEN THE TEACHER, CHILD AND THE FAMILY 177
LITERACY ASSESSMENT: DEVELOPING RECORDS OF THE CHILD S LITERACY
DEVELOPMENT 178
KEY UNDERSTANDINGS ABOUT CHILDREN S LITERACY LEARNING IN THE EARLY YEARS
OF SCHOOL 181
CONCLUSION 185
CHAPTER 11: ESTABLISHING A COMMUNITY OF READERS 187
STRATEGIES FOR COOPERATION 188
HOW DO YOU SET UP YOUR OWN READING PROGRAM? 191
VII
IMAGE 4
CONTENTS
TEACHING IN SMALL GROUPS CREATING A COMMUNITY OF READERS
TEACHING BEGINNING READING
PHONEMIC AWARENESS
CONCLUSION
APPENDIX
CHAPTER 12: USES OF ASSESSMENT IN THE PRIMARY SCHOOL YEARS
THE ROLES OF ASSESSMENT DURING THE PRIMARY SCHOOL YEARS (ASSESSMENTFOR,
AS AND OFLEARNING)
THE ROLES OF SELF-ASSESSMENT WITHIN THE ASSESSMENT PROCESS
{ASSESSMENTFOR AND AS LEARNINGL
ACCOUNTABILITY (AND ACCOUNTABILITY FOR WHAT IN THE ASSESSMENT
OFLEARNING)
THE KEY DOMAINS OF LITERACY ASSESSMENT
METHODS FOR ASSESSING AND DOCUMENTING PUPILS DEVELOPING LITERACY SKILLS
AND STRATEGIES
CONCLUSION
CHAPTER 13: READING AND WRITING IN THE PRIMARY SCHOOL:
FOCUS ON NARRATIVE WRITING
SETTING THE SCENE
WHAT ARE PUPILS INTERESTING IN READING?
HOW DO YOU HOOK YOUR CLASS INTO READING?
READING BOOKS TO THE CLASS TO CREATE A COMMUNITY OF READERS
WHY IS IT SO HARD TO WRITE STORIES?
LOOKING AT EXEMPLARS OF WRITING: WHAT IS IT THAT MAKES THE WRITING
EFFECTIVE?
THE RECIPROCAL RELATIONS HIP BETWEEN READING AND WRITING
TEACHING AB OUT THE STRUCTURE OF STORIES
CONCLUSION
PART 4 LITERACY LEARNING IN THE SENIOR PRIMARY SCHOOL
CHAPTER 14: EXTENDING READING AND WRITING IN THE SENIOR PRIMARY SCHOOL:
FOCUS ON FACTUAL WRITING
194
196
197
204
205
207
209
210
212
213
214
216
233
234
235
236
237
238
239
242
245
246
249
251
253
VIII
WHAT ARE THE ISSUES? 254
CHALLENGES IN TEACHING WRITING SKILLS, ESPECIALLY FOR FACTUAL WRITING
256
IMAGE 5
CONTENTS
WHAT WRITING TARGETS OR STANDARDS SHOULD WE EXPECT OF PUPILS AT EACH
YEAR OF SCHOOL? 257
STRATEGIES FOR TEACHING STUDENTS HOW TO READ AND WRITE FACTUAL TEXTS 262
WRITING IN THE CLASSROOM: SOME EXAMPLES OF TURNING MATHEMATICS
PROBLEMS INTO WRITING 265
HOW CAN TEACHERS BUILD VOCABULARY FOR COMPREHENSION IN THE SENIOR
PRIMARY SCHOOL? 267
ATTITUDES TO READING 270
ATTITUDES TO WRITING 272
CONCLUSION 273
APPENDIX 275
CHAPTER 15: STRUGGLING READERS: ISSUES AND SOLUTIONS
THE ORIGINS OF READING FAILURE
EMOTIONAL AND BEHAVIOURAL DISORDERS
DYSLEXIA - WHAT IS IT AND WHAT CAN TEACHERS DO ABOUT IT?
CHALLENGES FOR FAMILIES AND OTHER CONCERNED PARTIES
CONCLUSION
CHAPTER 16: CONCLUSION
WHAT IS DIFFERENT ABOUT THIS BOOK?
WHAT HAVE WE TRIED TO EXPLAIN IN THE BOOK?
CONCLUDING STATEMENT
REFERENCES
INDEX
276
277
282
283
287
290
292
293
294
302
303
327
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| spellingShingle | Literacy in early childhood and primary education issues, challenges and solutions Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschule (DE-588)4022349-8 gnd Vorschulerziehung (DE-588)4064016-4 gnd |
| subject_GND | (DE-588)4481193-7 (DE-588)4022349-8 (DE-588)4064016-4 |
| title | Literacy in early childhood and primary education issues, challenges and solutions |
| title_auth | Literacy in early childhood and primary education issues, challenges and solutions |
| title_exact_search | Literacy in early childhood and primary education issues, challenges and solutions |
| title_full | Literacy in early childhood and primary education issues, challenges and solutions Claire McLachlan ... |
| title_fullStr | Literacy in early childhood and primary education issues, challenges and solutions Claire McLachlan ... |
| title_full_unstemmed | Literacy in early childhood and primary education issues, challenges and solutions Claire McLachlan ... |
| title_short | Literacy in early childhood and primary education |
| title_sort | literacy in early childhood and primary education issues challenges and solutions |
| title_sub | issues, challenges and solutions |
| topic | Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschule (DE-588)4022349-8 gnd Vorschulerziehung (DE-588)4064016-4 gnd |
| topic_facet | Schreib- und Lesefähigkeit Grundschule Vorschulerziehung |
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