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.
Rachael Levy worked as a primary school teacher in both London
and Cambridge before undertaking her doctoral studies at the
University of Cambridge. She is Lecturer in Early Years Education,
at the University of Sheffield.
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