This practical guide considers the research evidence that is needed to inform enlightened practice, and offers concrete suggestions and teaching approaches for early years settings and classrooms. This comprehensive book shows the ‘what,’ the ‘how,℉ and the ‘why’ of innovative, creative practice for teaching language and literacy. The author clearly examines how young children learn to use both spoken and written language, and shows how to assess, plan and teach for the effective learning of speaking, listening, reading and writing. Each chapter includes case studies, learning and teaching suggestions, and further reading.

A Creative Approach to Planning Communication, Language and Literacy

A creative approach to planning communication, language and literacy

[W]e must become universally committed to developing their [children's] appreciation of and familiarity with text … in our society, their lives depend upon it.

(Adams, 1996:91)


The research literature illustrates that, while there are features in common, learning to read and write is not a natural process comparable to learning to speak, but is a demanding and, for most young children, a hard-won undertaking (see, for example, Donaldson, 1978; Snow, 1983, 1991).

In this chapter, consideration will be given to planning for the effective provision for language and literacy learning throughout the early years. The chapter will build on the discussion in the previous chapter of the complex and interconnected array ...

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