Learning to read is one of the most important life skills teachers can help a child develop. Teaching reading is a vital part of a career in the classroom and engaging with the range of different learning styles children have is a real challenge. Trainee teachers need to learn how to address this variety of learning needs, and also meet the wider demands of the curriculum. Margaret Perkins helps students meet these challenges to become a confident, reflective teacher of reading by providing: * An in-depth explanation of phonics teaching alongside other teaching approaches, empowering trainees to choose the right approach for each individual child * Key research findings so students can apply the latest thinking to their teaching practice* School-based activities and independent learning tasks to help apply theory to practice, and develop teaching skills through self-reflection * Classroom scenarios of teacher-child interactions that demonstrate how children learn and respond to different teaching strategies.
Chapter 3: What do we Read?
What do we Read?
At the end of this chapter you should:
- appreciate the importance of a secure and current knowledge of children’s books
- know how to keep up to date with knowledge of children’s books
- have read and thought about key texts and made a personal response
- understand the broad range of texts and how the text type affects the reading process.
In this first section of the book which looks at the subject knowledge required by teachers of reading, we have so far looked at the different theoretical perspectives [Page 44]on the reading process. It became apparent that reading is a very complex process and priorities in teaching will be determined by the theoretical perspective adopted by the teacher of reading. It also ...