""The book's strength lies in the ability of the contributors to
draw conclusions in relation to the reading debate and
constructively justify moving away from the reliance on a single
phonics approach based on evidence from empirical research. ...The
book offers a timely warning against reading becoming synonymous
with synthetic phonics instruction, of children becoming mere
'functional decoders of print' (p. 53). The argument turns to the
very real need for children to develop and understand the 'joy,
relevance and use for reading' (p. 79); indeed in the current
climate of synthetic phonics instruction children are in danger of
losing the ability or the will to look at a book for
pleasure."
Early Years"
Debates about the teaching of reading and particularly which
phonics method teachers should use have been simmering for many
years. This groundbreaking book offers critical perspectives on the
teaching of reading and phonics, openly challenging contemporary
policy in both England and the US.
As well as providing refreshing insights into how children
encounter texts in the increasingly complex world of literacy, the
book celebrates the complexity, pleasure and passion that are the
foundations of becoming a successful reader. Each chapter explores
in-depth the processes involved as children engage in reading, from
their interactions with texts in the very earliest stages through
to the primary phase. Drawing on both research and theory, the book
also shows how some contemporary understandings of reading are
based on over simplistic and rationalised ideas about the reading
process.
A unique feature of this book is that it combines academic
perspectives with the insights of parents and practitioners. The
participation of those most closely involved with children
complements the lively debate and contributions from researchers,
providing a rich and inclusive range of ideas.
"Understanding Phonics and the Teaching of Reading" is a
stimulating read for educational studies students, students of
teaching and learning, policy makers, educational researchers and
teachers.
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