Addressing literacy and disadvantage requires high-quality teaching, first and foremost: there are no quick fixes, simplistic solutions or silver bullets.
Both research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue. This book supports trainee teachers to explore the complex relationships between literacy achievement and social background. It offers practical strategies for teaching and supports trainee teachers to understand that:
*childrens individual backgrounds need to be valued and drawn upon;
*deficit descriptions of disadvantaged children and low expectations must be avoided and challenged;
*schools, teachers and classrooms must provider rich literacy environments for learning.
This book supports trainee teachers to explore the complex relationships between literacy achievement and social background.
| About the authors |
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vii | |
| Introduction |
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ix | |
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1 Understanding the relationship between social disadvantage and educational outcomes |
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1 | (15) |
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2 Building foundations for literacy in the early years |
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|
16 | (15) |
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3 Talk for learning and democratic participation |
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31 | (17) |
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48 | (15) |
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5 Words and worlds: the challenge of vocabulary |
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63 | (16) |
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6 Creating a community of writers |
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79 | (13) |
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7 Enriching literacy with digital resources |
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92 | (14) |
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106 | (3) |
| Sources of additional support |
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109 | (4) |
| References |
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113 | (26) |
| Index |
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139 | |
Debra Myhill is Professor of Education at the University of Exeter, UK, and Director of the Centre for Research in Writing, which promotes inter-disciplinary research, drawing on psychological, socio-cultural and linguistic perspectives on writing. Her research interests focus principally on writing and the teaching of writing, particularly linguistic and metalinguistic development, the composing processes involved in writing, the talk-writing relationship, and creative writing. Underpinning this research is the principle that literacy, especially writing, is a pathway to empowerment. Over the past twenty years, she has led a series of research projects in these areas, in both primary and secondary schools.
Key Publications
Chen, H. Myhill, D. A and Lewis, H. (2020) Developing writers across primary and secondary years: Growing into Writing. London: Routledge
Annabel Watson is Programme Director for Exeter School Direct initial teacher training courses and lead the Exeter Secondary English PGCE. Her research interests focus primarily on the teaching of writing. She is a member of the Graduate School of Educations Centre for Research in Writing. Annabel is interested in the relationship between traditional and digital literacy and the development of students writing ability in relation to digital texts and technologies. Her PhD examined Teachers Beliefs and Practices in Grammar Teaching. Ruth Newman is Senior Lecturer in Language Education at the Graduate School of Education, University of Exeter. Her research interests focus on the role of talk in the teaching of language and literacy, including the role of dialogic metatalk in the development of metalinguistic understanding and writing. Ruth is a member of the Centre for Research in Writing and teach primarily on the Secondary English PGCE programme and MA Language and Literacy. Before joining Exeter, I worked as a secondary English teacher. Clare Dowdall is a Lecturer in Education (Language and Literacy) at Exeters Graduate School of Education. Prior to this, Clare was Lecturer in Language and Literacy Education at University of Plymouth. Clare has a range of experiences in teaching and researching literacy education. She graduated from Exeter University with a BA(Ed) in English and Drama in 1997, worked in Devon as a teacher and literacy subject leader, and then completed an MA(Ed) in Language and Literacy with University of Plymouth. Clare completed her PhD in childrens text production in online social networking sites, also with University of Plymouth.
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