Beyond Early Reading

1. Auflage 2025
ISBN: 978-1-041-05443-6
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 192 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 508 g

Reihe: Critical Teaching

This is an essential text for primary trainees and teachers. While the focus in early reading is on systematic synthetic phonics, it is important to see the bigger picture and understand that teaching reading is a continuum that involves more much than the mechanics of reading. The book focuses on a range of issues to develop children who can read into children who do read, including extending reading with proficient readers, engaging disengaged readers, sustaining interest in reading in the transition from primary to secondary, and the importance of oracy in reading. Additionally, there is an exploration of the wider context of reading including international perspectives, new literacies and the importance of reading to personal development. Case studies and activities demonstrate practical applications with clear links to the underpinning theory, while critical reflections challenge the reader and encourage deeper thought about the chapter content.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Waugh, David

Neaum, Sally

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Introduction 1. Proficient readers - what next? 2. What can we learn from research? 3. Beyond books - new literacies etc 4. Developing vocabulary 5. Engaging disengaged and struggling readers 6. Reading with children who have autism spectrum disorder 7. Learning to comprehend: beyond comprehension/being a reader 8. Oracy / oral development and reading: Making up lost ground 9. Premier League reading 10. Lessons from Hogwarts 11. Beyond KS2 - transitions, preparation for KS3, reading at secondary school Conclusion Glossary Index

Über Autor(innen)

David Waugh is a former deputy headteacher who has worked in Initial teacher Training (ITT) from 1990 at the University of Hull, where he led the PGCE course and became Head of Department.  In 2008 he was appointed as a National Strategies Regional Adviser for ITT.  He is currently Director of the Primary PGCE at Durham University, where he is also subject leader for English. He has published extensively in primary English, as well as developing e-learning resources for National Strategies for English, mathematics and mentoring and coaching.

Sally Neaum is a lecturer in early childhood, and teaches primary English in Initial Teacher Training (ITT). She has worked as a nursery and primary school teacher and as an advisor in early years and inclusion. Her doctoral research was in the pedagogy of early literacy.  She has published a number of texts focused on child development and on language and literacy in the early years.