The Learning and Teaching of Reading and Writing

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.

Auteur
Naomi Flynn is Senior Lecturer in Education at the University 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.

Texte du rabat
The Learning and Teaching of Reading and Writing provides a unique description of teacher-pupil interaction during the Literacy Hour in high-performing 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 reader is provided with background commentary and research underpinning the teaching of literacy in English primary schools. This is then correlated to microanalysis of the classroom practice of three expert teachers, and discussion of the effective features of their school settings.

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.

Résumé
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.

Contenu
About the Authors. Part One: Learning and Teaching Reading and Writing.

1. How to Read this Book.

2. Teaching Reading and Writing in English Primary Schools: an Historical Perspective.

3. Writing Systems and the Development of Reading.

4. The Development of Writing.

5. Children for whom English is an Additional Language.

6. The Schools.

Part Two: Three Exceptional Teachers.

An Introduction to Part Two.

7. Aidan.

8. Bridget.

9. Clare.

10. Conclusion.

References.

School Resources.

Author Index.

Subject Index.