Winner of the prestigious UK Literacy Association Academic Book
Award for 2015 in its original edition, this fully revised edition
of Learning to be Literate uniquely analyses research into literacy
from the 1960s through to 2015 with some surprising conclusions.
Margaret Clark explores the argument that young children growing up
in a literate environment are forming hypotheses about the print
around them, including environmental print, television, computer
games and mobile phones. In a class where no child can yet read
there is a wide range of understanding with regards to concepts of
print and the critical features of written language. While to any
literate adult, the relationship between spoken and written
language may be obvious, young children have to be helped to
discover it. This persuasive argument demonstrates the value of
research in order to make informed policy decisions about
children's literacy development. Accessible and succinct, Professor
Clark's writing brings into sharp focus the processes involved in
becoming literate. The effect on practice of many recent government
policies she claims run counter to these insights. The key five
thematic sections are backed up with case studies throughout and
include: Insights from Literacy Research: 1960s to 1980s Young
Literacy Learners: how we can help them Curriculum Developments and
Literacy Policies, 1988 to 1997: a comparison between England and
Scotland Synthetic Phonics and Literacy Learning: government policy
in England 2006 to 2015 Interpretations of Literacy in the
Twenty-first Century
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