Young children reading : at home and at school

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Title:

Author:

Levy, Rachael.

ISBN:

9780857029911

9780857029904

Personal Author:

Levy, Rachael.

Publication Information:

Los Angeles, Calif. ; London : Sage Publications Ltd, 2011

Physical Description:

xvii, 154 p. : ill. ; 23 cm.

Contents:

1. Becoming a reader in a digital age. Definitions of reading : The cognitive-psychological perspective ; The psycho-linguistic perspective ; The socio-political perspective ; The socio-cultural perspective -- The study : Ethical considerations ; The research methods: designing the tools ; The role of the researcher ; Data collection ; Teacher and parent interviews ; Developing the case studies -- 2. Children's perceptions of reading: defining 'reading' in the nursery. The nursery cohort : Perceptions of being 'a reader' in nursery ; Perceptions of being a 'non-reader' in nursery ; David's story: integrated perceptions of reading -- 3. Children's perceptions of reading: defining 'reading' in reception. The reception cohort : Perceptions of being 'a reader' in reception ; Perceptions of being a 'non-reader' in reception -- Reading words, reading pictures, reading whole texts : David's story: schooled reading, devoid of meaning -- 4. Perceived uses and affordances of book texts. The affordance and uses of books -- Reading scheme texts: proficiency grading and becoming 'a reader' : Reading schemes: discouraging reading -- 5. Reading in multidimensional forms. Digital literacy -- Using computers at home and at school : Reading computer texts -- Responding to print on screen ; Reading print on paper and screen ; Reading print in multidimensional forms -- 6. What reading means at home and at school. Developing perceptions of reading during the nursery year -- Moving into reception: changes in the third space -- Parents: confidence and contention in the third space -- 7. From research to practice. Perceptions of reading -- Role of play -- The teacher-pupil relationship -- Print reading and the use of reading scheme texts -- Digital texts and new technologies -- Conclusion. A foundation curriculum: promoting confidence in reading -- Assessment -- Future research.

Subject Term:

Reading (Elementary) -- Great Britain.

Teacher-student relationships -- Great Britain.

Copies:

Available:*

Library	Material Type	Item Barcode	Shelf Number	Copy	Status
Searching... 1:IIEMSA	1:GEN-BOOK	23168001676293	372.40941 L668Y 2011	1	Searching... Unknown

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Summary

Developing and supporting literacy is an absolute priority for all early years settings and primary schools, and something of a national concern. By presenting extensive research evidence, Rachael Levy shows how some of our tried and tested approaches to teaching reading may be counter-productive, and are causing some young children to lose confidence in their abilities as readers. Through challenging accepted definitions and perspectives on reading, this book encourages the reader to reflect critically on the current reading curriculum, and to consider ways in which their own practice can be developed to match the changing literacy landscape of the 21st century.

Placing the emphasis on the voices of the children themselves, the author looks at:

- what it feels like to be a reader in the digital age

- children′s perceptions of reading

- home and school reading

- reading in multidimensional forms

- the future teaching of reading

Essential reading for all trainee and practising teachers, this critical examination of a vital topic will support all those who are interested in the way we can help future generations to become literate. This book will encourage researchers and practitioners alike to redefine their own views of literacy, and situate ′reading literacy′ within the digital world in which young children now live.