| List of figures |
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x | |
| List of tables |
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xi | |
| About the authors |
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xii | |
| Acknowledgements |
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xiv | |
| Chapter 1 Introduction |
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1 | (16) |
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Our theoretical framework |
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4 | (5) |
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Myths and legends of literacy teaching |
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9 | (1) |
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10 | (4) |
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A few words on how to use this book |
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14 | (3) |
| Part 1 Literacy Acquisition: The Child, The Family And Diversity In The Modern World |
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17 | (82) |
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Chapter 2 Literacy Acquisition In The Early Years: Past, Present And Future |
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19 | (16) |
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Looking back: a brief history of literacy in the early years |
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20 | (5) |
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25 | (2) |
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How do children gain essential literacy skills? A psycholinguistic perspective |
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27 | (2) |
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Social practice perspectives on literacy acquisition |
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29 | (3) |
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A sociocultural perspective on literacy acquisition |
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32 | (1) |
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33 | (2) |
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Chapter 3 When Should Children Start Literacy Learning? |
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35 | (13) |
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36 | (1) |
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36 | (3) |
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What is the 'right' age at which to learn to read? |
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39 | (3) |
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42 | (1) |
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When is the best time to teach children to read? |
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42 | (4) |
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46 | (1) |
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47 | (1) |
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Chapter 4 Family Literacies And Relationships With Centres And Schools |
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48 | (17) |
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49 | (1) |
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Literacy in the home setting |
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50 | (6) |
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Helping families to support children's literacy achievements |
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56 | (4) |
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Engaging families in children's literacy learning |
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60 | (3) |
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63 | (2) |
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Chapter 5 Multiliteracies: Growing The Next Generation Of Readers |
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65 | (17) |
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What are multiliteracies? |
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66 | (2) |
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A new generation of readers: skills and abilities of children in the new millennium |
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68 | (4) |
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Thinking about technology and teaching for the next generation of learners: multimodal approaches |
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72 | (4) |
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Multiliteracies in schools: some examples |
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76 | (4) |
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80 | (2) |
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Chapter 6 Diverse Classrooms And Learning In Bilingual And Multicultural/multilingual Settings |
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82 | (17) |
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Diversity: what does it mean? |
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83 | (4) |
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Indigenous Australian students |
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87 | (1) |
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Differentiated instruction |
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88 | (5) |
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Another face to diversity: students who are different in terms of how you might teach them |
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93 | (3) |
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96 | (3) |
| Part 2 Learning About Literacy In Early Childhood Settings |
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99 | (60) |
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Chapter 7 Effective Practice And The Role Of Teachers In Supporting Literacy |
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101 | (20) |
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High-quality literacy environments: what are they and how can you create one? |
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102 | (5) |
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Literacy in the curriculum: Te Whariki and the Early Years Learning Framework |
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107 | (5) |
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The role of teachers: knowledge calibration and effective teaching of the very young |
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112 | (2) |
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Access and mediation: making the most of a literacy-rich environment |
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114 | (5) |
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119 | (2) |
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Chapter 8 'Sound' Foundations For Learning Literacy |
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121 | (19) |
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122 | (1) |
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122 | (4) |
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126 | (2) |
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128 | (5) |
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133 | (2) |
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135 | (2) |
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Continuity between home and centre literacy learning |
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137 | (1) |
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138 | (2) |
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Chapter 9 Uses Of Assessment Before, During And After Transition To School |
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140 | (19) |
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Setting the scene for assessment |
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141 | (1) |
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Learning to use assessment wisely |
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142 | (4) |
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Assessment before and during a child's transition to school |
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146 | (2) |
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Methods for assessing and documenting children's developing literacy skills and strategies |
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148 | (8) |
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156 | (3) |
| Part 3 Literacy Learning In The Primary School |
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159 | (92) |
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Chapter 10 The First Year Of Primary School: Building On Foundations |
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161 | (26) |
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The importance of the transition to primary school |
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162 | (1) |
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Exploring issues during the transition from early childhood to primary |
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162 | (7) |
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The important role of the early childhood educator in the transition process |
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169 | (2) |
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The important role of the primary school teacher in the transition process |
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171 | (2) |
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Children's ongoing language and literacy development - a crucial period |
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173 | (1) |
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Recommendations for the construction of the initial reading and writing program |
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174 | (3) |
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Building partnerships between the teacher, child and the family |
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177 | (1) |
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Literacy assessment: developing records of the child's literacy development |
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178 | (3) |
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Key understandings about children's literacy learning in the early years of school |
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181 | (4) |
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185 | (2) |
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Chapter 11 Establishing A Community Of Readers |
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187 | (22) |
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Strategies for cooperation |
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188 | (3) |
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How do you set up your own reading program? |
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191 | (3) |
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194 | (2) |
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Creating a community of readers |
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196 | (1) |
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Teaching beginning reading |
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197 | (7) |
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204 | (1) |
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205 | (2) |
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207 | (2) |
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Chapter 12 Uses Of Assessment In The Primary School Years |
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209 | (25) |
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The roles of assessment during the primary school years (assessment for, as and of learning) |
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210 | (2) |
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The roles of self-assessment within the assessment process (assessment for and as learning) |
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212 | (1) |
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Accountability (and accountability for what in the assessment of learning) |
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213 | (1) |
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The key domains of literacy assessment |
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214 | (2) |
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Methods for assessing and documenting pupils' developing literacy skills and strategies |
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216 | (17) |
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233 | (1) |
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Chapter 13 Reading And Writing In The Primary School: Focus On Narrative Writing |
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234 | (17) |
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235 | (1) |
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What are pupils interesting in reading? |
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236 | (1) |
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How do you hook your class into reading? |
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237 | (1) |
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Reading books to the class to create a community of readers |
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238 | (1) |
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Why is it so hard to write stories? |
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239 | (3) |
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Looking at exemplars of writing: what is it that makes the writing effective? |
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242 | (3) |
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The reciprocal relationship between reading and writing |
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245 | (1) |
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Teaching about the structure of stories |
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246 | (3) |
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249 | (2) |
| Part 4 Literacy Learning In The Senior Primary School |
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251 | (52) |
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Chapter 14 Extending Reading And Writing In The Senior Primary School: Focus On Factual Writing |
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253 | (23) |
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254 | (2) |
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Challenges in teaching writing skills, especially for factual writing |
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256 | (1) |
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What writing targets or 'standards' should we expect of pupils at each year of school? |
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257 | (5) |
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Strategies for teaching students how to read and write factual texts |
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262 | (3) |
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Writing in the classroom: some examples of turning mathematics problems into writing |
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265 | (2) |
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How can teachers build vocabulary for comprehension in the senior primary school? |
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267 | (3) |
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270 | (2) |
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272 | (1) |
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273 | (2) |
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275 | (1) |
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Chapter 15 Struggling Readers: Issues And Solutions |
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276 | (16) |
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The origins of reading failure |
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277 | (5) |
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Emotional and behavioural disorders |
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282 | (1) |
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Dyslexia - what is it and what can teachers do about it? |
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283 | (4) |
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Challenges for families and other concerned parties |
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287 | (3) |
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290 | (2) |
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292 | (11) |
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What is different about this book? |
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293 | (1) |
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at have we tried to explain in the book? |
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294 | (8) |
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302 | (1) |
| References |
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303 | (24) |
| Index |
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327 | |
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