Interdisciplinary Perspectives on Learning to Read 1st edition by Kathy Hall 9781135150686 1135150680

Chapter 1 Significant lines of research in reading pedagogy

Introduction

Background and rationale

Pedagogic contribution of the psycholinguistic line of enquiry

Pedagogic contribution of the cognitive line of enquiry

Pedagogic contribution of the cultural line of enquiry

Conclusion and plan of the volume

References

Part I Families, communities and schools

Chapter 2 The ghosts of reading past, present and future

Introduction

Reading on screen in homes and communities: the ghost of reading present

Material culture analysis

Reading in schools: the ghost of reading past

Conclusion: the ghost of reading future

References

Chapter 3 Reading places

Introduction

A critical approach to early reading pedagogy

Researching literacy from a critical semiotic perspective

Conclusion

Note

References

Chapter 4 Young bilingual learners

Introduction

The nursery setting

Samia’s nursery: Visible learning

A socio-cultural perspective

The child mediating their own learning

Scaffolding

Guided participation

Samia at home: invisible learning

Samia and Sadaqat play school

Nursery rhymes

Nursery rhymes transcript during the first term

Concluding thoughts

References

Part II Comprehension

Chapter 5 Comprehension as a social act

Literacy and social practice

The cognitive approach

Why the cognitive approach is of limited use to teachers

How else might comprehension be conceptualised?

1. Comprehension as a dynamic process

2. Habits of mind as social practice

What might this socially constructed approach to comprehension look like in the classroom?

The texts

The children

The role of the teacher

The place of interaction

Conclusion

References

Chapter 6 Reading for meaning

What is comprehension?

Local and global coherence in text comprehension

How does a reader represent the meaning of a text?

The relation between word reading, reading comprehension, and listening comprehension

Children with reading comprehension difficulties

Which skills drive the development of reading comprehension?

Implications for teaching and assessment

References

Chapter 7 New literacies in the elementary classroom

Introduction

Updating models of reading comprehension: social semiotics and visual-texts

Traditional heuristic for reading comprehension

Social semiotics and sociocultural theories

Mode

Multimodal

Visual-text

Heuristic of reading comprehension updated

Visual-texts: Relationships between images and print in books for children

Words express meaning through typesetting: The text

Interactive narration: The reader

Images expand meaning: the activity

Multiple perspectives: the sociocultural context

Reader/writer/teacher/designer: classroom contexts and a multidynamic pedagogy

References

Part III Beginning to read print

Chapter 8 Phonology, reading and reading difficulties

Introduction

Early word learning by babies

The development of phonological awareness

Letters and phonemes

Auditory processing and phonological awareness

Reading development and reading difficulties

Conclusion

References

Chapter 9 English is a difficult writing system for children to learn

Introduction

The English writing system

The syllabic structure of English

Other reasons for slow development of written word recognition skills in English

Research study of learning to read in Wales

Reading regular and irregular words

Pedagogy

Acknowledgements

References

Chapter 10 Contextualised phonics teaching

Effective phonics teaching

The policy perspective

Conclusions

References

Part IV Challenging research, policies and pedagogies

Chapter 11 What it takes in early schooling to have adolescents who are skilled and eager readers and writers

Introduction

A vision of literacy achievement

The relation of literacy skill learning to achieving the vision

Where we are now: the early literacy instruction model we have

The simple view of literacy development and the resulting skills gap

The short-term view of literacy learning and the resulting knowledge gap

Where we need to be

For preschool and kindergarten

Principles

Instructional literacy practices

For kindergarten–grade 2

Principles

Instructional literacy practices

Conclusion

References

Chapter 12 Classroom interaction and reading pedagogy in the early years of school

Introduction

What is interactive teaching and where has it come from?

Different types of interaction in literacy lessons

Interactive teaching and the introduction of England’s National Literacy Strategy

Types of interaction found in literacy lessons in England’s classrooms

Reading as an interactive enterprise

Identifying the key features of Recitation and Discussion

Dialogical teaching in the literacy education of young children

References

Chapter 13 Dyslexia lessons

Introduction

Defining dyslexia: reconstructing professional discourse/practice

Dyslexia discourse/practice: challenges, contestations and new discursive spaces

Conclusion

References

Chapter 14 The use of evidence in language and literacy teaching

The problem of evidence-based education

Problem 1: compliance

Problem 2: the context of implementation

Problem 3: ‘horses for courses’

The evidence promoting programme adaptation

Understanding how teachers use evidence

National policies and evidence-based education

Conclusion

References

Chapter 15 Why do policy-makers find the ‘simple view of reading’ so attractive, and why do I find it so morally repugnant?

Introduction: the Simple View and the ‘elevator pitch’

Four questions about the Simple View

The Simple View of Reading: a polarising force in the reading field

Conclusions

References

Chapter 16 Policy and pedagogy

Introduction

Literacy and pedagogy in context

Attending to classroom practice: the social organisation of reading in school

Navigating the tensions between proficiency and choice prior to the introduction of the NLS

Navigating the tensions in the literacy curriculum after the introduction of the NLS

Making the transition from supported to independent readers

References

Part V Teacher education

Chapter 17 The practical and political dimensions of teacher knowledge

Background

The analogy

The anecdotes

The argument

The Learning to Teach through Practice Cycle

Visioning

Experiencing

Reflecting

Interacting

Teaching (or scaffolding)

Action

Synthesizing

The advice

References