Description
This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over 18 countries and, despite the national differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.
Table of Contents
Introduction: International Concerns and Controversies Part 1: The Importance of Phonological Awareness Chapter 1 The Emergence of Word Reading in Beginning Reading Chapter 2 Some Effects of Phonics Teaching on Early Reading Development Chapter 3 Making Sense of Writing Chapter 4 Some Effects of Context on Reading Chapter 5 Phonemic Awareness and Balanced Reading Instruction Chapter 6 Children Learn to Read by Being Taught Part 2: Wider Concerns Chapter 7 New Moves in Early-literacy Learning in Europe Chapter 8 What Do Children Know About Reading Before They Go to School? Chapter 9 Teacher Decision-making in Early-literacy Teaching Chapter 10 The Importance of the Teacher Chapter 11 Stance, Meaning and Voluntary Reading Chapter 12 A Conceptual Basis for a Literacy Curriculum
