The Learning and Teaching of Reading and Writing (PDF)
(Sprache: Englisch)
This book provides a unique description of teacher-pupil
interaction during the Literacy Hour in good schools. It is based
on detailed observations in inner-city primary schools that were
recognised as effective and improving. The analysis is informed...
interaction during the Literacy Hour in good schools. It is based
on detailed observations in inner-city primary schools that were
recognised as effective and improving. The analysis is informed...
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This book provides a unique description of teacher-pupil
interaction during the Literacy Hour in good schools. It is based
on detailed observations in inner-city primary schools that were
recognised as effective and improving. The analysis is informed by
contemporary research into the development and teaching of early
literacy.
The book provides practice-based examples of how teachers and
schools might adapt their delivery for literacy as they move to
greater creativity in their teaching of reading and writing. The
analysis begins within the classrooms of three expert Key Stage 1
teachers and broadens out in to the wider setting of the schools
and their senior management teams.
An important theme running throughout the book is how the three
teachers were able to make exceptional provision for their pupils,
who were largely second language speakers and from
socio-economically disadvantaged groups. The teachers'
successful practice grew from their understanding of both early
literacy development and planning for individual need. The
information in this book will enable student teachers, recently
qualified teachers, and teachers interested in enhancing their
literacy teaching to develop their practice in a similarly
successful way.
interaction during the Literacy Hour in good schools. It is based
on detailed observations in inner-city primary schools that were
recognised as effective and improving. The analysis is informed by
contemporary research into the development and teaching of early
literacy.
The book provides practice-based examples of how teachers and
schools might adapt their delivery for literacy as they move to
greater creativity in their teaching of reading and writing. The
analysis begins within the classrooms of three expert Key Stage 1
teachers and broadens out in to the wider setting of the schools
and their senior management teams.
An important theme running throughout the book is how the three
teachers were able to make exceptional provision for their pupils,
who were largely second language speakers and from
socio-economically disadvantaged groups. The teachers'
successful practice grew from their understanding of both early
literacy development and planning for individual need. The
information in this book will enable student teachers, recently
qualified teachers, and teachers interested in enhancing their
literacy teaching to develop their practice in a similarly
successful way.
Autoren-Porträt von Naomi Flynn, Rhona Stainthorp
Naomi Flynn is Senior Lecturer in Education at theUniversity of Winchester. She has previously taught in inner city,
ethnically diverse primary schools for eighteen years. Her interest
in the NLS grew from the combined experience of piloting the
strategy in her own school and from her academic interest in
children's early literacy development.
Rhona Stainthorp is Director of the Language and Literacy
Research Centre, Institute of Education, University of London. She
has been involved in the professional training of teachers and
speech and language therapists for the last 30 years.
Bibliographische Angaben
- Autoren: Naomi Flynn , Rhona Stainthorp
- 2006, 240 Seiten, Englisch
- Verlag: John Wiley & Sons
- ISBN-10: 0470029102
- ISBN-13: 9780470029107
- Erscheinungsdatum: 11.07.2006
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- Größe: 2.16 MB
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Sprache:
Englisch
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