Teaching Systematic Synthetic Phonics in Primary Schools

DOWNLOAD NOW »

Author: Wendy Jolliffe,David Waugh,Angela Gill

Publisher: Learning Matters

ISBN: 1526470675

Category: Education

Page: 352

View: 7845

The government prioritizes systematic synthetic phonics as a key strategy in the teaching of reading and this is your guide to teaching systematic synthetic phonics in primary schools. This text supports trainee teachers working towards primary QTS through the exploration of a range of aspects of phonics teaching. It gives a balance of research and practice and allows trainees to develop and in-depth understanding of what works in phonics teaching, and why. It begins with the subject knowledge that underpins effective teaching - key aspects of the alphabetic code from discriminating sounds and phonemes to teaching long vowel phonemes and their different spellings and pronunciations. It goes on to explore pedagogy from the early years to Key Stage 2 giving guidance on, among others, systematic progression, intervention and multi-sensory and interactive methods. The title includes a review of different popular phonics programmes, set against the DfE (2011) criteria for high-quality phonics teaching. This third edition has been updated in line with changes in primary education. A new section includes classroom case studies and lesson ideas for teachers to learn about best practice from other teachers.

Understanding Phonics And The Teaching Of Reading: A Critical Perspective

Critical Perspectives

DOWNLOAD NOW »

Author: Goouch, Kathy,Lambirth, Andrew

Publisher: McGraw-Hill Education (UK)

ISBN: 0335222269

Category: Education

Page: 200

View: 8035

This groundbreaking book offers critical perspectives on the teaching of reading and phonics, openly challenging contemporary policy in both England and the US.

Inclusive Principles and Practices in Literacy Education

DOWNLOAD NOW »

Author: Marion Milton

Publisher: Emerald Group Publishing

ISBN: 1787145891

Category: Education

Page: 288

View: 5172

This volume draws together research and practice from the fields of literacy education and inclusion. It provides an insight into current theory, research and issues associated with teaching literacy to all students in inclusive classrooms. Literacy remains a critical success factor for students, as the basis for concurrent and future learning.

Contemporary Readings in Literacy Education

DOWNLOAD NOW »

Author: Marva Cappello,Barbara Moss

Publisher: SAGE

ISBN: 1412965918

Category: Education

Page: 399

View: 9365

Contemporary Readings in Literacy Education is designed to provide students with high-quality journal and research articles in literacy education. The readings are contextualized with introductions and discussion questions by the editors of the text. The text will help instructors to easily integrate the latest research into their course in a meaningful way. This reader, with edited content and contextualizing material, makes the latest research more interesting and accessible to the students of literacy education.

Big Brother and the National Reading Curriculum

How Ideology Trumped Evidence

DOWNLOAD NOW »

Author: Richard L. Allington

Publisher: Heinemann Educational Books

ISBN: 9780325005133

Category: Education

Page: 304

View: 1456

In this timely and important book, nationally-recognized reading researcher Richard Allington tracks and questions the 30-year campaign that has focused on testing, accountability, and federalization of education.

Approaching Difficulties in Literacy Development

Assessment, Pedagogy and Programmes

DOWNLOAD NOW »

Author: Felicity Fletcher-Campbell,Janet Soler,Gavin Reid

Publisher: SAGE

ISBN: 1446202410

Category: Education

Page: 320

View: 7847

This Reader considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties. Starting from the point that literacy is a contested concept and that acquiring literacy is a complex process, this Reader goes on to consider literacy development in relation to: - Theoretical understandings, implications for practice - Assessing literacy difficulties - Pedagogy and planning - Interventions in different contexts This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.

Teaching Synthetic Phonics

DOWNLOAD NOW »

Author: Rhona Johnston,Joyce Watson

Publisher: Learning Matters

ISBN: 1473908884

Category: Education

Page: 192

View: 9108

The synthetic phonics approach is used in all primary schools in England. If you are a trainee or beginning primary school teacher, you need to demonstrate a confidence in the teaching of phonics to meet the Teachers' Standards and gain QTS. This is a practical, up-to-date guide to teaching children to read using synthetic phonics. It helps you to understand the theory behind phonics and how children's learning of reading can develop. It gives you practical teaching strategies and outlines how you can assess and diagnose reading problems. This second edition has been updated to include new chapters on the new Phonics Check in year 1 and overviews of popular phonics schemes used in England and Scotland.

Neues Lernen

Warum Faulheit und Ablenkung dabei helfen

DOWNLOAD NOW »

Author: Benedict Carey

Publisher: Rowohlt Verlag GmbH

ISBN: 3644042918

Category: Psychology

Page: 352

View: 1253

Die Wissenschaft hat in den letzten Jahrzehnten vieles über den Haufen geworfen, was wir darüber zu wissen glaubten, wie das Gehirn Informationen aufnimmt und verarbeitet. Fest steht: Wir lernen von Geburt an schnell, effizient und automatisch. Weil wir diesen Vorgang unbedingt systematisieren wollen, betrachten wir Vergessen, Schlafen und Tagträumen als hinderlich. Dabei sind sie wertvolle Hilfsmittel, die den Eigenarten unseres Gehirns Rechnung tragen. Benedict Carey erklärt, mit welchen Methoden wir uns Stoffe leichter einprägen und unser problemlösendes Denken verbessern können und wie wir die Potenziale des Unbewussten möglichst effizient nutzen – lernen, ohne nachzudenken. Nebenbei erfahren wir, dass Ablenkung zu Unrecht verteufelt wird, Wiederholung keineswegs immer weiterhilft und es sinnvoll ist, sich zu Themen testen zu lassen, über die man noch gar nichts weiß. Ein äußerst unterhaltsam geschriebenes Buch voller überraschender Erkenntnisse, das zeigt: Lernen muss keine Qual sein.

Teaching: Notes From the Front Line

DOWNLOAD NOW »

Author: Debra Kidd

Publisher: Crown House Publishing

ISBN: 1781351945

Category: Education

Page: 160

View: 7265

Our current education system is overloaded with amendments, additions and adjustments which have been designed to keep an outdated model in the air. But it is crashing. And as it comes down, we see the battle of blame begin. It is time to take our vocation back, to learn to trust ourselves and each other and, crucially, to take control of the direction of education and policy. We have allowed powerful institutions to manipulate the fear of parents and teachers to the extent that neither can see how to proceed without being told what to think. Covering education policy, PISA testing, Ofsted, exams, pedagogy and much more, this book explores how the so-called accountability and quality systems in our country have been used to straightjacket teachers into compliance, even when flying in the face of emerging knowledge and understanding about learning. This is a narrative of hope. Of how the system could be different. It offers tales from within the classroom of learning in spite, but without spite. Of hope, of laughter, of gentle subversion. This is a call to arms in a pedagogical revolution. Will you answer it?

Evidence Check 1

Early Literacy Interventions, Second Report of Session 2009-10, Report, Together with Formal Minutes, Oral and Written Evidence

DOWNLOAD NOW »

Author: House of Commons Science and Technolog

Publisher: The Stationery Office

ISBN: 9780215542663

Category: Family & Relationships

Page: 139

View: 9522

This report (HCP 44, session 2009-10, ISBN 9780215542663) from the Science and Technology Committee looks at literacy programmes evidence check and concludes that expectations by the Department for Children, Schools and Families of the quality of the evidence base for reading programmes are worryingly low. It urges the Government to commission randomised controlled trials (RCTs). The Committee also states it is particularly concerned about the quality of evidence demonstrating cost-effectiveness of different programmes and further recommends that the Government reviews its guidelines on RCT design; it says even Wikipedia is more thorough and informative. The Committee also concludes, that: the Government's focus on early literacy interventions and phonics-based teaching is based on the best available evidence; the use of Reading Recovery is based on a lower quality of evidence than the Committee is comfortable with and that the decision to introduce Reading Recovery nationally is not evidence based. The Committee further expressed alarm that there was a complete lack of randomised controlled trials using standardised test scores for the Reading Recovery programme in the UK school system, before national implementation of the programme.

Die Amerikanische Sprache

Das Englisch der Vereinigten Staaten

DOWNLOAD NOW »

Author: H. L. Mencken,Heinrich Spies

Publisher: Springer-Verlag

ISBN: 3663161374

Category: Language Arts & Disciplines

Page: 180

View: 7316

Dieser Buchtitel ist Teil des Digitalisierungsprojekts Springer Book Archives mit Publikationen, die seit den Anfängen des Verlags von 1842 erschienen sind. Der Verlag stellt mit diesem Archiv Quellen für die historische wie auch die disziplingeschichtliche Forschung zur Verfügung, die jeweils im historischen Kontext betrachtet werden müssen. Dieser Titel erschien in der Zeit vor 1945 und wird daher in seiner zeittypischen politisch-ideologischen Ausrichtung vom Verlag nicht beworben.

Understanding Difficulties in Literacy Development

Issues and Concepts

DOWNLOAD NOW »

Author: Felicity Fletcher-Campbell,Gavin Reid,Janet Soler,Open University

Publisher: SAGE

ISBN: 1848607725

Category: Education

Page: 268

View: 1802

Based on current research, debates and concerns, Understanding Difficulties in Literacy Development: Issues and Concepts adopts a cross disciplinary approach to understanding and working with those who experience difficulties with literacy. It provides a broad view of difficulties in literacy and related educational and curriculum learning issues across a range of ages, phases and settings.

Understanding Difficulties in Literacy Development

Issues and Concepts

DOWNLOAD NOW »

Author: Janet Soler,Felicity Fletcher-Campbell,Gavin Reid

Publisher: SAGE

ISBN: 1446202364

Category: Education

Page: 276

View: 9676

Based on current research, debates and concerns, this Reader adopts a cross disciplinary approach to understanding and working with those who experience difficulties with literacy. It provides a broad view of difficulties in literacy and related educational and curriculum learning issues across a range of ages, phases and settings. The Reader first considers questions of literacy, before going on to look at literacy development in relation to: " Issues and concepts in public reading debates " Literacy curriculum policy contexts " Community, family, society and individual identity " Social justice and equity issues and learning disabilities This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.

Interdisciplinary Perspectives on Learning to Read

Culture, Cognition and Pedagogy

DOWNLOAD NOW »

Author: Kathy Hall,Usha Goswami,Colin Harrison,Sue Ellis,Janet Soler

Publisher: Routledge

ISBN: 1135150680

Category: Education

Page: 272

View: 3894

Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of: comprehension gender and literacy attainment phonics and decoding digital literacy at home and school bilingual learners and reading dyslexia and special educational needs evidence based literacy visual texts. This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.

Teaching Children to Read

Eighth Report of Session 2004-05

DOWNLOAD NOW »

Author: N.A

Publisher: The Stationery Office

ISBN: 9780215023681

Category: Reading (Elementary)

Page: 189

View: 1576

The ability to read is the key to educational achievement, and poor literacy skills will limit a person's opportunities throughout life. The Committee's inquiry examines current practice in schools used to teach children to read, in order to consider which method works best based on available evidence. Recognition is given that the subject is a complex one and is also influenced by a range of factors outside a school's control. Issues discussed include the impact of the National Literacy Strategy (NLS); literacy teaching methods including the phonics method, which focuses on sound-letter correspondence; the need to promote reading for pleasure; research evidence findings; barriers to reading acquisition; learning difficulties and disabilities. Current statistics indicate that around 20 per cent of children aged 11 years still underachieve in reading and writing skills for their age level. The Committee's recommendations include the need for a review of the NLS prescribed methodology for the teaching of reading in primary schools, and that further large-scale comparative research should be commissioned by the DfES to determine which methods are most effective.

Misreading Reading

The Bad Science that Hurts Children

DOWNLOAD NOW »

Author: Gerald Coles

Publisher: Heinemann Educational Books

ISBN: 9780325000602

Category: Education

Page: 138

View: 4097

Grades K-5 No other book has systematically and comprehensively analysed the studies of leading researchers who have testified in various hearings and promoted policy and legislation on behalf of skills-emphasis learning. Coles not only identifies each claim, he analyses the research that backs it up. Chief among the assertions are: phonemic awareness is the chief causal influence in learning to read skills-training programs facilitate learning to read and remediate reading problems the effectiveness of a widely acclaimed skills emphasis reading program has been demonstrated in published research.

Teaching children to read

an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction

DOWNLOAD NOW »

Author: National Reading Panel (U.S.)

Publisher: N.A

ISBN: N.A

Category: Education

Page: N.A

View: 7871

Reading across international boundaries

history, policy, and politics

DOWNLOAD NOW »

Author: Roger Openshaw,Janet Soler

Publisher: Information Age Publishing

ISBN: 9781593116644

Category: Education

Page: 190

View: 9179

Reading Across International Boundaries, edited by Roger Openshaw and Janet Soler, clearly demonstrates these broader characteristics of debates about the teaching of reading. It sets the educational issues firmly in the context of the social, cultural and political dynamics that inform and animate them and give them their meaning. It does so by setting out to understand their historical and comparative dimensions. Establishing the historical context highlights the origins and also the longevity of the problems and conflicts that are now widely familiar. The comparative approach also gives purchase on the wide range of approaches taken to these issues in nations around the world. More than this, however, this collection takes us into the realm of international influences. It underlines how debates in this area are not simply national, but are international and global in their scale. Moreover this is the case not only in relation to the broad fabric of policy debate, but also in the everyday struggles of pupils, parents and teachers in schools, classrooms and homes. Such an agenda is unsettling and provocative. It has the potential to challenge received opinion, to hustle preconceptions. It may also propose alternative visions for the improvement of teaching in this area that might be taken up and taken seriously in different localities or even more broadly. Most of all, it enables us to enrich and broaden our understanding of the learning and the teaching of reading at a time when awareness and vision are sorely needed. This collection of articles by leading scholars based in several different countries will be a significant contribution to the research field, but also a major resource when put to good use by policy makers and practitioners, as it should surely be.

Whose Knowledge Counts in Government Literacy Policies?

Why Expertise Matters

DOWNLOAD NOW »

Author: Kenneth S. Goodman,Robert C. Calfee,Yetta M. Goodman

Publisher: Routledge

ISBN: 1135096678

Category: Language Arts & Disciplines

Page: 217

View: 7013

Accountability, in the form of standardized test scores, is built into many government literacy policies, with severe consequences for schools and districts that fail to meet ever-increasing performance levels. The key question this book addresses is whose knowledge is considered in framing government literacy policies? The intent is to raise awareness of the degree to which expertise is being ignored on a worldwide level and pseudo-science is becoming the basis for literacy policies and laws. The authors, all leading researchers from the U.S., U.K., Scotland, France, and Germany, have a wide range of views but share in common a deep concern about the lack of respect for knowledge among policy makers. Each author comes to the common subject of this volume from the vantage point of his or her major interests, ranging from an exposition of what should be the best knowledge utilized in an aspect of literacy education policy, to how political decisions are impacting literacy policy, to laying out the history of events in their own country. Collectively they offer a critical analysis of the condition of literacy education past and present and suggest alternative courses of action for the future.