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Supporting Readers in Secondary Schools: What every secondary teacher needs to know about teaching reading and phonics [Minkštas viršelis]

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  • Formatas: Paperback / softback, 128 pages, aukštis x plotis: 246x171 mm, weight: 240 g
  • Serija: Achieving QTS Series
  • Išleidimo metai: 21-May-2014
  • Leidėjas: Learning Matters Ltd
  • ISBN-10: 1446280632
  • ISBN-13: 9781446280638
Kitos knygos pagal šią temą:
Supporting Readers in Secondary Schools: What every secondary teacher needs to know about teaching reading and phonicsDidesnis paveikslėlis
  • Formatas: Paperback / softback, 128 pages, aukštis x plotis: 246x171 mm, weight: 240 g
  • Serija: Achieving QTS Series
  • Išleidimo metai: 21-May-2014
  • Leidėjas: Learning Matters Ltd
  • ISBN-10: 1446280632
  • ISBN-13: 9781446280638
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781446280638.html
This text on teaching reading and phonics is specifically for secondary trainees, providing them with all they need to know to support students who need help in this area.

Are you a secondary school teacher who needs to know about phonics and teaching reading? Then this book is for you.

There are lots of books on teaching phonics but most are written to support primary teachers. This book is written specifically for secondary teachers working with children who need support with reading. The text uses case studies from secondary schools to highlight effective ways to support children with reading and includes useful tips on teaching strategies and ideas for resources. The text covers the subject knowledge you need for the teaching of reading in the broadest sense, including phonics. Intended to support you, as a secondary teacher, it gives guidance on planning methods of assessment and explores a range of intervention programmes and resources.

This text is your comprehensive support resource in teaching reading.



This text on teaching reading and phonics is specifically for secondary trainees, providing them with all they need to know to support students who need help in this area.

Acknowledgements viii
About the authors ix
1 What is the role of phonics in the teaching of reading?
1(18)
Introduction
1(1)
Theoretical perspectives/subject knowledge
2(6)
The place of phonics
8(2)
Types of phonics teaching
10(9)
2 Understanding the alphabetic code
19(16)
Introduction
19(1)
Theoretical perspectives/subject knowledge
20(4)
Expectations for secondary schools
24(1)
The international phonetic alphabet
25(1)
Phonemic awareness
26(1)
Supporting students in understanding the alphabetic code
27(8)
3 Challenges
35(20)
Introduction
35(1)
Engaging students with the curriculum
36(2)
Challenges for teachers using a phonic approach
38(3)
Encouraging students to think about vocabulary
41(1)
Accents and phonics
42(3)
Students with specific learning difficulties in reading
45(3)
More strategies to meet the challenges
48(2)
Further strategies for supporting vocabulary development
50(5)
4 Phonics into spelling (morphology and spelling strategies)
55(22)
Introduction
56(3)
Teaching students how to learn spellings
59(3)
Spelling rules
62(1)
What are the characteristics of a good spelling rule?
62(2)
The problem of homophones, homographs and homonyms
64(1)
Morphemes
65(1)
British and American (US) English
66(2)
Invented spellings
68(1)
Does texting cause problems?
68(1)
How to learn a spelling
69(3)
Supporting and developing spelling
72(5)
5 The pedagogy of reading in Key Stage 3
77(19)
Introduction
77(1)
Developing students' ability to discriminate between sounds
77(6)
Teacher-directed and independent activities which can be applied across the curriculum
83(3)
Using varied resources
86(1)
Matching maturity levels and literacy needs
87(1)
Applying phonics in meaningful reading and writing activities
88(3)
Suggested activities relevant to students' interests
91(5)
6 Tracking, assessing and intervening in students' learning
96(16)
Introduction
96(1)
Methods for monitoring students' progress and diagnostic assessment
97(4)
Possible deficits in Key Stages 3 and 4 students' learning and how these might be addressed
101(1)
Some intervention programmes and resources
102(4)
Some strategies for working with colleagues to develop a whole-school approach across curricular areas
106(6)
Index 112
Wendy Jolliffe is Professor of Education and worked in Initial Teacher Education (ITE) for 14 years; latterly as Head of Teacher Education at the University of Hull. She worked previously as a Regional Adviser for the National Strategies and advised ITT providers on effective provision for literacy.  She has published extensively in Primary English and Cooperative Learning.





David Waugh is a former deputy headteacher who worked in ITT from 1990 at the University of Hull, where he led the PGCE course and became Head of Department. In 2008 he was appointed as one of two (the other being Wendy) National Strategies Regional Advisers for ITT. He is currently lectures at Durham University. He has published extensively in primary English, as well as developing e-learning resources for National Strategies for English, mathematics and mentoring and coaching. David also writes childrens stories, including The Wishroom, which was written with 45 children from 15 East Durham primary schools and published in 2017.