Young Children Reading: At Home and at School

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Rachel Levy

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    Dedication

    This book is dedicated to Daniel and Ben, who taught me so much about children and reading.

    About the Series

    Series published in association with UKLA

    The emphasis for all of the books is this series is on developing practical skills for teachers in literacy and language teaching, underpinned by accessibly presented theory and research. Dealing with topics of current and continuing interest, the books aim to inform all those concerned with the development of literacy: teachers, researchers and local authority professionals, as well as those involved in teacher education and continuing professional development.

    Books in the series:

    Phonics: Practice, research and policy Maureen Lewis and Sue Ellis (editors), 2006

    Visual Approaches to Teaching Writing: Multimodal literacy 5–11 Eve Bearne and Helen Wolstencroft, 2007

    Desirable Literacies: Approaches to Language and Literacy in the Early Years (Second Edition) Jackie Marsh and Elaine Hallett (editors), 2008

    The United Kingdom Literacy Association (UKLA) is a registered charity, which has as its sole object the advancement of education in literacy at all levels and in all educational settings in the UK and overseas. Members include classroom teachers, teaching assistants, school literacy co-ordinators, LEA literacy consultants, teacher educators, researchers, inspectors, advisors, publishers and librarians.

    UKLA provides a forum for discussion and debate through a wide range of international, national, regional and local conferences and publications. UKLA works with a range of government and non-governmental agencies on issues of national interest. The Association is also committed to the funding and dissemination of high-quality national and international research projects that include practitioner-researchers. This series of co-published titles with Sage Publications complements the range of in-house UKLA publications and provides a further opportunity to disseminate the high quality work of the association. In order to find out more about UKLA, including details about membership, visit: http://www.ukla.org

    List of Tables and Figures

    Acknowledgements

    First and foremost, thanks go to the ESRC for funding the doctoral study behind this book and funding a post-doctoral fellowship which has allowed time and support for the creation of this publication.

    Sincere thanks also go to the children, parents and staff at Oakfield Primary School for allowing me this privileged opportunity to work so closely with them.

    Special thanks go to Professor Jackie Marsh for her comments on drafts of this book, as well as her sustained interest and enthusiasm for the work.

    Many thanks also go to Dr Eve Bearne and Dr Linda Hargreaves, who supervised my PhD and helped to guide the project at the heart of this book.

    Thanks also go to my colleagues at the School of Education, University of Sheffield, for their continual support and interest in the writing of this book.

    Finally, I extend my gratitude to my family and friends who have shown unwavering support while I have been writing this book. I am especially grateful to my husband, Nicholas, for his encouragement and commitment to all aspects of my study and work.

    All names of individuals and settings mentioned in the book have been changed.

    About the Author

    Rachael Levy B(Ed), M Phil, PhD, is a Lecturer in Early Years Education at the University of Sheffield. She is responsible for the teaching and supervision of Masters, Ed D and PhD students studying various aspects of early childhood education. Having worked as a primary school teacher in London and in Cambridge, Rachael first began researching young children's perceptions of reading through the context of an M Phil in Teaching and Teacher Education. Following this, Rachael received an ESRC Studentship which allowed her to continue her studies to doctoral level at the University of Cambridge.

    In July 2008, Rachael was awarded the UKLA Post Graduate Research Prize for her doctoral thesis. Rachael was also awarded an ESRC Post Doctoral Fellowship in the same year, which she completed at the School of Education, University of Sheffield. In addition to this book, Rachael has also published her work in a number of peer-reviewed journals and she has contributed chapters to other books in the field. As well as her interests in literacy and reading education, Rachael is also concerned about developing ways in which to access the voices of young children in participatory research.

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