""In this interesting, informative and accessible book Kathy Hall
takes you on a journey of exploration and discovery and succeeds in
challenging the reader's own stance on the teaching, not only of
reading, but also of literacy as a whole.... an excellent,
thought-provoking book which empowers the reader to critically
reassess their own practice and will have a positive effect in many
classrooms" British Journal of Educational Studies"
* How do different reading experts interpret evidence about one
child as a reader?
* What perspectives can be brought to bear on reading in the
classroom?
* How can a rich notion of literacy be promoted in the regular
primary classroom?
In this book Kathy Hall invites you to extend your perspective on
reading by considering the responses of well known reading scholars
(e.g. Barbara Comber, Henrietta Dombey, Laura Huxford and David
Wray) to evidence of one child as a reader. Reading evidence from
eight-year-old Stephen, who is 'under-achieving' in reading,
together with the suggestions of various experts about how his
teacher could support him provide a vehicle for discussing
different perspectives on reading in the primary classroom. The
various approaches to literacy analysed include psycho-linguistic,
cognitive-psychological, socio-cultural and socio-political. The
book aims to guide your choice of teaching strategies and to
support your rationale for those choices. Acknowledging the
complexity and the richness of the field of research on literacy,
the book demonstrates the futility of searching for a single right
method of literacy development. Rather we should search for
multiple perspectives, guided by the diverse needs of learners.
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