Young Children Reading: At Home and at School


Rachel Levy

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Copyright

    View Copyright Page


    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:

    List of Tables and Figures


    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.

  • List of References

    Adams, M.J. (1990) Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
    Anning, A. (2003) ‘Pathways to the graphicacy club: The crossroad of home and pre-school’, Journal of Early Childhood Literacy, 3(1): 5–35.
    Arizpe, E. and Styles, M. (2003) Children Reading Pictures: Interpreting visual texts. London: Routledge Falmer.
    Arthur, L. (2005) ‘Popular culture: Views of parents and educators’, in J.Marsh (ed.), Popular Culture, New Media and Digital Literacy in Early Childhood. London: Routledge Falmer. pp. 165–82.
    Australian Government Department Of Education, Science and Training (2005) Teaching Reading. Report and Recommendations. National Enquiry into the Teaching of Literacy. Barton, Australia: Department of Education, Science and Training.
    Barlow, J.P. (1996) ‘A Declaration of the Independence of Cyberspace’. Available: (Accessed 11 November 2010).
    Beard, R. (2003) ‘Uncovering the key skills of reading’, in N.Hall, J.Larson and J.Marsh (eds), Handbook of Early Childhood Literacy. London: Sage. pp. 199–208.
    Bearne, E. (2003) ‘Rethinking literacy: communication, representation and text’, Reading Literacy and Language, 37(3): 98–103.
    Bearne, E. (2004) ‘Multimodal texts: what they are and how children use them’, in J.Evans (ed.), New ways of Reading, New Ways of Writing: Using Popular Culture, New Technologies and Critical Literacy in the Primary Classroom. New York: Heinemann. pp. 16–30.
    Bearne, E. and Marsh, J. (eds) (2007) Literacy and social inclusion: Closing the gap. Stoke on Trent: Trentham.
    Bearne, E., Clark, C., Johnson, A., Manford, P., Mottram, M. and Wolstencroft, H. (2007) Reading on Screen. Leicester: UKLA.
    Behrendt, S.C. (1996) ‘Reader and texts in the eighteenth-century illustrated book: illustrations as teachers’, in W.F.Garrett-Petts and D.Lawrence (eds), Integrating Visual and Verbal Literacies. Winnipeg: Inkshed Publications. pp. 39–52.
    Bennett, S., Maton, K. and Kervin, L. (2008) ‘The “digital natives” debate: A critical review of the evidence’, British Journal of Educational Technology, 39(5): 775–86.
    BERA (2004) Revised Ethical Guidelines for Educational Research. Available: (Accessed 11 November 2010).
    Bernstein, B. (1971) Class, Codes and Control. London: Routledge and Kegan Paul.
    Bhabha, H.K. (1994) The Location of Culture. New York: Routledge.
    Bloodgood, J.W. (1999) ‘“What's in a name?” Children's name writing and literacy acquisition’, Reading Research Quarterly, 34(3): 342–67.
    Bonnett, M. (1994) Children's Thinking. London: Cassell.
    Brenna, B. (1995) ‘The metacognitive reading strategies of five early readers’, Journal of Research in Reading, 18(1): 53–62.
    Bronfenbrenner, U. (1979) The Ecology of Human Development. Massachusetts: Harvard University Press.
    Brooker, L. (2002) Starting school - Young Children Learning Cultures. Buckingham: Open University Press.
    Burnett, C. (2010) ‘Technology and literacy in early childhood educational settings: a review of research’, Journal of Early Childhood Literacy, 10(3): 247–70.
    Byrnes, J.P. and Wasik, B.A. (2009) Literacy and Language development: what educators need to know. New York: The Guilford Press.
    Cairney, T. (2003) ‘Literacy within family life’, in N.Hall, J.Larson and J.Marsh (eds), Handbook of Early Childhood Literacy. London: Sage. pp. 85–98.
    Campbell, R. (1992) Reading Real Books. Buckingham: Open University Press.
    Carrington, V. (2005) ‘New textual landscapes, information and early literacy’, in J.Marsh (ed.), Popular Culture, New Media and Digital Literacy in Early Childhood. Abingdon: Routledge Falmer. pp. 13–27.
    Comaskey, E., Savage, R. and Abrami, P.C. (2009) ‘A randomized efficacy study of web-based synthetic and analytic programmes among disadvantaged urban kindergarten children’, Journal of Research in Reading, 32(1): 92–108.
    Compton-Lilly, C. (2006) ‘Identity, childhood culture and literacy learning: A case study’, Journal of Early Childhood Literacy, 6(1): 57–76.
    Cook, M. (2005) ‘“A place of their own”: creating a classroom “third space” to support a continuum of text construction between home and school’, Literacy, 39(2): 85–90.
    Cope, B. and Kalantzis, M. (2000) Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
    Cremin, H. and Slatter, B. (2004) ‘Is it possible to access the “voice” of pre-school children? Results of a research project in a pre-school setting’, Educational Studies, 30(4): 457–70.
    Crowther, J., Hamilton, M. and Tett, L. (2001) Powerful Literacies. Leicester: NIACE.
    Department for Education (2010) Statutory Framework for EYFS: Learning and development requirements. Available: (Accessed 11 November 2010).
    Department for Education and Employment (DfEE) (1998) The National Literacy Strategy: a framework for teaching. London: HMSO.
    Department for Education and Employment (DfEE) (2001) Watching and learning 2: OISE/UT evaluation of the implementation of the National Literacy and Numeracy Strategies. London: HMSO.
    Department for Education and Science (DES) (1975) A language for life. London: HMSO.
    Department for Education and Skills (DfES) (1998) Progression in Phonics: materials for whole-class teaching. London: Department for Education and Employment.
    Department for Education and Skills (DfES) (2003) Teaching phonics in the NLS. London: HMSO.
    Department for Education and Skills (DfES) (2004) Playing with sounds. London: Department for Education and Employment.
    Department for Education and Skills (DfES) (2007) Letters and Sounds: Principles and practice of high quality phonics. London: Department for Education and Employment.
    Donaldson, M. (1978) Children's minds. Glasgow: Fontana.
    Dyson, A.H. (1997) Writing Superheroes: Contemporary Childhood, Popular Culture and Classroom Literacy. New York: Teachers College Press.
    Early Childhood Research and Development Team (2008) New Brunswick Curriculum Framework for Early Learning and Child Care. New Brunswick: Department of Social Development.
    Facer, K., Furlong, J., Furlong, R. and Sutherland, R. (2003) Screenplay: Children and computing in the home. London: Routledge Falmer.
    France, A. (2004) ‘Young people’, in S.Fraser, V.Lewis, S.Ding, M.Kellett and C.Robinson (eds), Doing Research with Children and Young People. London: Sage. pp. 175–90.
    Garrett-Petts, W.F. (2000) ‘Garry Disher, Michael Ondaatje, and the haptic eye: taking a second look at print literacy’, Children's Literature in Education, 31(1): 39–52.
    Garvey, C. (1977) Play. London: Fontana.
    Glister, P. (1997) Digital Literacy. New York: John Wiley and Sons.
    Goodman, K. (1986) What's Whole in Whole Language?Portsmouth: Heinemann.
    Goodwin, P. (2008) Understanding children's books: A guide for education professionals. London: Sage.
    Gough, P.B. and Hillinger, M.L. (1980) ‘Learning to read: An unusual act’, Bulletin of the Orton Society, 30: 179–96.
    Greig, A. and Taylor, J. (1999) Doing Research with Children. London: Sage.
    Hall, C. and Coles, M. (1997) ‘Gendered readings: helping boys develop as critical readers’, Gender and Education, 9(1): 61–8.
    Hall, C. and Coles, M. (1999) Children's Reading Choices. London: Routledge.
    Hall, K. (2003) Listening to Stephen Read: Multiple perspectives on literacy. Buckingham: Open University Press.
    Hannon, P. and James, S. (1990) ‘Parents’ and teachers’ perspectives on pre-school literacy development', British Educational Research Journal, 16(3): 259–72.
    Hare, W. (1992) ‘Humility as a virtue in teaching’, Journal of Philosophy in Education’, 26(2): 227–36.
    Hassett, D.D. (2006) ‘Signs of the times: the governance of alphabetic print over “appropriate” and “natural” reading development’, Journal of Early Childhood Literacy, 6(1): 77–103.
    Heath, S.B. (1983) Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge: Cambridge University Press.
    Holloway, S.L. and Valentine, G. (2003) Cyberkids: Children in the information age. London: Routledge Falmer.
    Horner, S.L. and O'Connor, E.A. (2007) ‘Helping beginning and struggling readers to develop self-regulated strategies: A reading recovery example’, Reading and Writing Quarterly, 23(1): 97–109.
    Isaacs, S. (1930) Intellectual growth in young children. London: Routledge and Kegan Paul.
    Jones, N. (1990) ‘Reader, Writer, Text’, in R.Carter (ed.), Knowledge about Language and the Curriculum. London: Hodder and Stoughton.
    Kellett, M. and Ding, S. (2004) ‘Middle Childhood’, in S.Fraser, V.Lewis, S.Ding, M.Kellett and C.Robinson (eds), Doing Research with Children and Young People. London: Sage. pp. 161–74.
    Kirby, J.R. and Savage, R.S. (2008) ‘Can the simple view deal with the complexities of reading?’ Literacy, 42 (2): 75–82.
    Knobel, M. and Lankshear, C. (2003) ‘Researching young children's out-of-school literacy practices’, in N.Hall, J.Larson and J.Marsh (eds), Handbook of Early Childhood Literacy. London: Sage. pp. 51–65.
    Kress, G. (1997) Before writing - rethinking the paths to literacy. London: Routledge.
    Kress, G. (2000) ‘Multimodality’, in B.Cope and M.Kalantzis (eds), Multiliteracies: Literacy, Learning and the Design of Social Futures. London: Routledge. pp. 179–200.
    Kress, G. and van Leeuwen, T. (1996) The Grammar of Visual Design. London: Routledge.
    Kress, G. and van Leeuwen, T. (2001) Multimodal discourse: The modes and media of contemporary communication. London: Cassell.
    Lankshear, C. and Knobel, M. (2003) New literacies: Changing knowledge and classroom learning. Milton Keynes: Open University Press.
    Levy, R. (2008) ‘“Third spaces” are interesting places; applying “third space theory” to nursery-aged children's constructions of themselves as readers’, Journal of Early Childhood Literacy, 8(1): 43–66.
    Levy, R. (2009a) ‘“You have to understand words … but not read them”: young children becoming readers in a digital age’, Journal of Research in Reading, 32(1): 75–91.
    Levy, R. (2009b) ‘Children's perceptions of reading and the use of reading scheme texts’, Cambridge Journal of Education, 39(3): 361–77.
    Lewis, D. (2001) ‘Showing and telling: the difference that makes a difference’, Reading Literacy and Language, 35(3): 94–8.
    Luke, A., Carrington, V. and Kapitzke, C. (2003) ‘Textbooks and early childhood literacy’, in N.Hall, J.Larson and J.Marsh (eds), Handbook of Early Childhood Literacy. London: Sage. pp. 249–57.
    Luke, A. and Freebody, P. (1999–2000) ‘Further Notes on the Four Resources Model’. Reading Online. Available: (Accessed 11 November 2010).
    Lysaker, J.T. (2006) ‘Young children's readings of wordless picture books: What's “self” got to do with it?’, Journal of Early Childhood Literacy, 6(1): 33–55.
    MacNaughton, G. (2000) Rethinking Gender in Early Childhood Education. London: Paul Chapman.
    Makin, L. (2003) ‘Creating positive literacy learning environments in early childhood’, in N.Hall, J.Larson and J.Marsh (eds), Handbook of Early Childhood Literacy. London: Sage. pp. 327–37.
    Marsh, J. (1999) ‘Batman and Batwoman go to school: popular culture in the literacy curriculum,International Journal of Early Years Education, 7(2): 117–31.
    Marsh, J. (2000) ‘“But I want to fly too!”: girls and superhero play in the infant classroom’, Gender and Education, 12(2): 209–20.
    Marsh, J. (2003a) ‘Contemporary models of communicative practice: shaky foundations in the Foundation Stage’, English in Education, 37(1): 38–46.
    Marsh, J. (2003b) ‘One-way traffic? Connections between literacy practices at home and in the Nursery’, British Educational Research Journal, 29(3): 369–82.
    Marsh, J. (2005) ‘Children of the digital age’, in J.Marsh (ed.), Popular Culture, New Media and Digital Literacy in Early Childhood. London: Routledge Falmer. pp. 1–10.
    Marsh, J. (2008) ‘Popular culture in the language arts classroom’, in J.Flood, S.B.Heath and D.Lapp (eds), Handbook of Research in the Visual and Creative Arts, Volume II. New York: MacMillan/IRA.
    Marsh, J., Brookes, G., Hughes, J., Ritchie, L., Roberts, S. and Wright, K. (2005) Digital Beginnings: Young children's use of popular culture, media and new technologies. Literacy Research Centre, University of Sheffield.
    Marsh, J. and Singleton, C. (2009) ‘Editorial: Literacy and technology: questions of relationship’, Journal of research in reading, 32(1): 1–5.
    Martinez, M., Roser, N. and Dooley, C. (2003) ‘Young children's literary meaning making’, in N.Hall, J.Larson and J.Marsh (eds), Handbook of early childhood literacy. London: Sage. pp. 222–34.
    McGuinness, D. (2005) Language Development and Learning to Read. Massachusetts: The MIT Press.
    Meek, M. (1988) How texts teach what readers learn. Exeter: The Thimble Press.
    Merchant, G. (2007) ‘Writing in the future in the digital age’, Literacy, 41(3): 118–28.
    Millard, E. (1997) Differently Literate. London: Routledge Falmer.
    Millard, E. (2003) ‘Gender and early childhood literacy’, in N.Hall, J.Larson and J.Marsh (eds) Handbook of Early Childhood Literacy. London: Sage. pp. 22–33.
    Millard, E. and Marsh, J. (2001) ‘Words with pictures: the role of visual literacy in writing and its implication for schooling’, Reading Literacy and Language, 35(2): 54–61.
    Minns, H. (1997) Read it to me now!: Learning at home and at school. Buckingham: Open University Press.
    Moje, E.B., Ciechanowski, K.M., Kramer, K., Ellis, L., Carrillo, R. and Collazo, T. (2004) ‘Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse’, Reading Research Quarterly, 39(1): 40–70.
    Moll, L.C., Amanti, C., Neff, D. and Gonzalez, N. (1992) ‘Funds of knowledge for teaching using a qualitative approach to connect homes and classrooms’, Theory into Practice, 31(1): 132–41.
    Moss, G. (2000) ‘Raising boys’ attainment in reading: some principles for intervention', Reading. 34(3): 101–6.
    Moss, G. (2007) Literacy and Gender: Researching texts, contexts and readers. Abingdon: Routledge.
    Moyles, J. (1989) Just playing?: Role and status of play in early childhood education. Milton Keynes: Open University Press.
    National Institute of Child Health and Human Development (NICHHD) (2000) Report of the national reading panel: Teaching children to read. pp. 99–176.
    NFER (2003) Progress in International Reading Literacy Study: Reading over the world. Slough: NFER.
    Nicholson, T. (1993) ‘Reading without context’, in G.B.Thompson, W.E.Tunmer and T.Nicholson (eds), Reading Acquisition Processes. Cleveland: Multilingual Matters Ltd. pp. 205–22.
    Nikolajeva, M. and Scott, C. (2000) ‘The dynamics of picturebook communication’, Children's Literature in Education, 31(4): 225–39.
    Nutbrown, C. and Hannon, P. (2003) ‘Children's perspectives on family literacy: Methodological issues, findings and implications for practice, Journal of Early Childhood Literacy, 3(2): 115–45.
    Ofsted (1996) The teaching of reading in 45 inner London primary schools. London: Ofsted.
    Ofsted (2004) Reading for purpose and pleasure, an evaluation of the reading in primary schools. London: Ofsted.
    Oritz, R.W. and Stile, S. (1996) ‘A preliminary study of fathers’ reading activities with their pre-school children from three academic programs: Head start, Developmentally delayed and Gifted. Paper presented at the New Mexico Federation of the Council for Exceptional Children Conference, Albuquerque, New Mexico.
    Pahl, K. (2002) ‘Ephemera, mess and miscellaneous piles: Texts and practices in families’, Journal of Early Childhood Literacy, 2(2): 145–66.
    Prensky, M. (2009) ‘From digital immigrants and digital natives to digital wisdom’. Available: (Accessed 11 November 2010).
    Rose, J. (2006) Independent Review of the Teaching of Early Reading. Nottingham: DfES.
    Roskos, K. and Christie, J. (2001) ‘Examining the play-literacy interface: a critical review and future directions’, Journal of Early Childhood Literacy, 191: 59–89.
    Saint-Laurent, L. and Giasson, J. (2005) ‘Effects of a family literacy program adapting parental intervention to first graders’ evolution of reading and writing abilities', Journal of Early Childhood Literacy, 5(3): 253–78.
    Scharer, P.L. and Zutell, J. (2003) ‘The development of spelling’, in N.Hall, J.Larson and J.Marsh (eds), Handbook of early childhood literacy. London: Sage. pp. 271–86.
    Scott, J. (2000) ‘Children as Respondents’, in P.Christensen and A.James (eds), Research with Children: Perspectives and Practices. London: Routledge. pp. 98–119.
    Smith, E. (2003) ‘Failing boys and moral panics: perspectives on the underachievement debate’, British Journal of Educational Studies, 51(3): 282–95.
    Smith, F. (1971) Understanding Reading. London: Holt, Rinehart and Winston.
    Smith, F. (1973) Psycholinguistics and reading. New York: Holt, Rinehart and Winston.
    Smith, F. (1978) Understanding Reading: A psycholinguistic analysis of reading and learning to read,
    2nd edn.
    New York/London: Holt, Rinehart and Winston.
    Snow, C.E., Burns, M.S. and Griffin, P. (eds) (1998) Preventing reading difficulties in young children. Washington DC: National Academy Press.
    Solity, J. and Vousden, J. (2009) ‘Real books vs reading schemes: a new perspective from instructional psychology’, Educational Psychology, 29(4): 469–511.
    Stainthorp, R. (2003) ‘Phonology and learning to read’, in N.Hall, J.Larson and J.Marsh (eds), Handbook of Early Childhood Literacy. London: Sage. pp. 209–21.
    Stanovich, K.E. (1980) ‘Toward an interactive-compensatory model of individual differences in the development of reading fluency’, Reading Research Quarterly, 16: 32–71.
    Stanovich, K.E. and Stanovich, P.J. (1999) ‘How research might inform the debate about early reading acquisition’, in J.Oakhill and R.Beard (eds), Reading Development and the Teaching of Reading. Oxford: Blackwell. pp. 12–41.
    Stuart, M., Masterson, J., Dixon, M. and Quinlan, P. (1999) ‘Inferring sublexical correspondences from sight vocabulary: Evidence from 6- and 7-year olds’, Quarterly Journal of Experimental Psychology, 52A: 353–66.
    Stuart, M., Stainthorp, R. and Snowling, M. (2008) ‘Literacy as a complex activity: deconstructing the simple view of reading’, Literacy, 42(1): 60–6.
    Tapscott, D. (2009) Grown Up Digital: How the net generation is changing your world. New York: McGraw Hill.
    Tizard, B. and Hughes, M. (1984) Young Children Learning: Talking and Thinking at Home and at School. London: Falmer.
    Torgerson, C.J., Brooks, G. and Hall, J. (2006) A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling. London: Department for Education and Skills (DfES).
    Tudge, J.R.H., Odero, D.A., Hogan, D.M. and Etz, K.E. (2003) ‘Relations between the everyday activities of pre-schoolers and their teachers’ perceptions of their competence in the first years of school', Early Childhood Research Quarterly, 18: 42–64.
    Turbill, J. (2002, February) ‘The four ages of reading philosophy and pedagogy: A framework for examining theory and practice’. Reading Online. Available: (Accessed 11 November 2010).
    Twist, L., Schagen, I. and Hodgson, C. (2007) Readers and reading: The national report for England 2006. Slough, UK: NFER.
    UKLA (2006) Submission to the review of best practice in the teaching of early reading. Herts: UKLA.
    Walsh, M. (2003) ‘Reading pictures: what do they reveal? Young children's reading of visual texts,Reading Literacy and Language, 37(3): 123–30.
    Waterland, L. (1985) Read With Me: An Apprenticeship to Reading. Gloucestershire: Thimble Press.
    Waterman, A., Blades, M. and Spencer, C. (2001) ‘Is a jumper angrier than a tree?’, The Psychologist, 14(9): 474–7.
    Weaver-Hightower, M. (2003) ‘The boy-turn in research on gender and education’, Review of Educational Research, 73(4): 471–98.
    Wilson, A. (2000) ‘There is no escape from third space theory: borderline discourse and the “in between” literacies of prisons’, in D.Barton, M.Hamilton and R.Ivanic (eds), Situated Literacies: Reading and Writing in Context. London: Routledge. pp. 54–69.
    Wohlwend, K. (2009) Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms, Journal of Early Childhood Literacy, 9(2): 117–40.
    Wyse, D. and Styles, M. (2007) ‘Synthetic phonics and the teaching of reading: the debate surrounding England's “Rose Report”’, Literacy, 41(1): 35–42.
    Yuill, N., Pearce, D., Kerawalla, C., Harris, A. and Luckin, R. (2009) ‘How technology for comprehension training can support conversation towards the joint construction of meaning’, Journal of Research in Reading, 32(1): 109–25.

    • Loading...
Back to Top

Copy and paste the following HTML into your website