New PDF release: A Practical Guide to Teaching Reading in the Early Years

By Ann C Browne

ISBN-10: 1853964166

ISBN-13: 9781853964169

`This is a transparent, jargon-free research of present nationwide curriculum and nationwide literacy method files, mixed with good and artistic feedback for enforcing them.... the actions are ingenious, constant and precise to the author's perfect of a whole and empowering severe literacy for all youngsters' - Times Educational Supplement, Friday Magazine

A sensible advisor to instructing interpreting within the Early Years meets the wishes of pupil lecturers on undergraduate and postgraduate lecturers education classes. It addresses the English National Curriculum for instructor education as good as protecting the curriculum requisites for childrens. it's going to even be proper

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Additional info for A Practical Guide to Teaching Reading in the Early Years

Example text

The pleasure a good story can bring suggests that many children will find fiction moti­ vating and through this develop positive attitudes towards reading. This is another reason for giving stories a central place in the reading curriculum. Texts need to help children to learn to read and to learn about reading. Whilst all texts can help children to see the connections be­ tween oral and written language, recognise a vocabulary of words that occur regularly in print and use bibliographic conventions, some books support the children's use of the key skills of grammatical knowledge and contextual understanding more successfully than others (Meek, 1988).

When knowledge of the appropriate type of word is used in conjunction contextual understanding predictions of words are likely to be even more successful and in the example above lead to predictions such as such as sat, jumped or fell. Knowledge of grammatical appropriateness does not only apply to parts of speech but also to tense and number. This can help children to read new versions of partially recognised words easily. For example children may be familiar with help but not helping or helped but may be able to read these using their awareness of grammatically appropriate words.

Placing too much emphasis on word-level skills can interfere with risk-taking strategies such as prediction and self-correction and can obscure the enjoyment of reading and children's appreciation of its relevance to their lives. Understanding phonic knowledge Knowing about phonics means understanding the sound system of the English language and appreciating the relationship between sounds and print symbols. In line with recent research into the role of phonic understanding and how children learn about the alphabetic qualities of the language, the National Curriculum (OfE, 1995) and the Desirable Outcomes for Children's Learning (SCAA, 1996a) suggest that there are many elements in this key skill and that, contrary to histor­ ical and public opinion, it is not appropriate to start with the smallest units of language such as individual letter sounds.

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A Practical Guide to Teaching Reading in the Early Years by Ann C Browne


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