Teaching Systematic Synthetic Phonics in Primary Schools

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Author: Wendy Jolliffe,David Waugh,Angela Gill

Publisher: Learning Matters

ISBN: 1526470675

Category: Education

Page: 352

View: 970

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.

The Routledge International Handbook of Learning with Technology in Early Childhood

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Author: Natalia Kucirkova,Jennifer Rowsell,Garry Falloon

Publisher: Routledge

ISBN: 1351389866

Category: Education

Page: 416

View: 2188

The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies. This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches. For ease of reference, the Handbook's 28 chapters are divided into four thematic sections: introduction and opening reflections; studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies; studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies; studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children. Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.

Understanding Phonics And The Teaching Of Reading: A Critical Perspective

Critical Perspectives

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Author: Goouch, Kathy,Lambirth, Andrew

Publisher: McGraw-Hill Education (UK)

ISBN: 0335222269

Category: Education

Page: 200

View: 2201

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

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Author: Marion Milton

Publisher: Emerald Group Publishing

ISBN: 1787145891

Category: Education

Page: 288

View: 4059

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.

Approaching Difficulties in Literacy Development

Assessment, Pedagogy and Programmes

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

Publisher: SAGE

ISBN: 1446202410

Category: Education

Page: 320

View: 653

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

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Author: Rhona Johnston,Joyce Watson

Publisher: Learning Matters

ISBN: 1473908884

Category: Education

Page: 192

View: 1199

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.

Teaching: Notes From the Front Line

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Author: Debra Kidd

Publisher: Crown House Publishing

ISBN: 1781351945

Category: Education

Page: 160

View: 9286

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?

Understanding Difficulties in Literacy Development

Issues and Concepts

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

Publisher: SAGE

ISBN: 1848607725

Category: Education

Page: 268

View: 2769

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

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

Publisher: SAGE

ISBN: 1446202364

Category: Education

Page: 276

View: 9530

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.

Big Brother and the National Reading Curriculum

How Ideology Trumped Evidence

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Author: Richard L. Allington

Publisher: Heinemann Educational Books

ISBN: 9780325005133

Category: Education

Page: 304

View: 1052

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.

Teaching Children to Read

Eighth Report of Session 2004-05

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Author: N.A

Publisher: The Stationery Office

ISBN: 9780215023681

Category: Reading (Elementary)

Page: 189

View: 1299

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.

Bildung auf einen Blick 2014: OECD-Indikatoren

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Author: OECD

Publisher: OECD Publishing

ISBN: 9264222839

Category:

Page: 722

View: 8099

Bildung auf einen Blick 2014 – OECD-Indikatoren ist die maßgebliche Quelle für präzise und relevante Informationen zum Stand der Bildung weltweit. Bildung auf einen Blick bietet Daten zu den Strukturen, der Finanzierung und der Leistungsfähigkeit ...

Reading across international boundaries

history, policy, and politics

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Author: Roger Openshaw,Janet Soler

Publisher: Information Age Publishing

ISBN: 9781593116644

Category: Education

Page: 190

View: 4080

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.

Supporting Readers in Secondary Schools

What Every Secondary Teacher Needs to Know about Teaching Reading and Phonics

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Author: Wendy Jolliffe,David Waugh,Jayne Stead,Sue Beverton

Publisher: Learning Matters

ISBN: 1473905559

Category: Education

Page: 128

View: 7182

Supporting Readers in Secondary Schools 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. There are loads of case studies from secondary schools and useful tips on teaching strategies and ideas for resources. It covers the phonics subject knowledge you need to know as a secondary teacher and gives guidance on planning and methods of assessment. It also explores a range of intervention programmes and resources to give you comprehensive support in teaching reading. Linked to the Teachers’ Standards.

Evidence Check 1

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

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Author: House of Commons Science and Technolog

Publisher: The Stationery Office

ISBN: 9780215542663

Category: Family & Relationships

Page: 139

View: 9339

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.

Interdisciplinary Perspectives on Learning to Read

Culture, Cognition and Pedagogy

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

Publisher: Routledge

ISBN: 1135150680

Category: Education

Page: 272

View: 9343

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.

Designing Tasks in Secondary Education

Enhancing subject understanding and student engagement

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Author: Ian Thompson

Publisher: Routledge

ISBN: 1317627156

Category: Education

Page: 210

View: 5980

Engaging students in learning about their subject is a central concern for all teachers and teacher educators. How teachers view and use the pedagogic potential of different tasks to engage pupils with knowledge in different subjects, is central to this endeavour. Designing Tasks in Secondary Education explores models for effective task design, helping you translate the curriculum into the tasks and activities that you ask your students to do in order to facilitate developmental or higher-level understanding of curriculum content. Written by experts in the field of education from a range of subjects and including a foreword written by renowned author Professor Walter Doyle, this book spans an international context and offers a refreshing alternative of how to plan and design tasks that will not only intellectually stimulate but improve teaching quality. Key topics explored include: Designing tasks which engage learners with knowledge Policy perspectives on task design Designing cognitively demanding classroom tasks Task design issues in the secondary subjects Designing Tasks in Secondary Education offers essential insight into task design and its importance for enhancing subject understanding and student engagement. It will challenge and support all education professionals concerned with issues of curriculum design, subject knowledge, classroom organisation, agency in the learning process and teaching quality.

Closing the Gap Between Research and Practice

Foundations for the Acquisition of Literacy

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Author: Marion De Lemos

Publisher: Aust Council for Ed Research

ISBN: 0864315848

Category: Education

Page: 44

View: 8679

For some decades, world-wide, there have been national initiatives toimprove literacy rates and standards. During the same period, concentrated research studies have been undertaken to find out howbest to achieve the desired improvements. Two main thrusts inteaching and learning how to read and write have emerged, often incontroversy. One is generally known as the 'whole language'approach and the other concentrates more on instruction in phonics. What works? This paper focuses on the theoretical assumptionsunderlying these two approaches to the teaching of literacy, and thestudies which have bee.