• Summary
  • Contents
  • Subject index

This accessible and practical guide to teaching young children to read focuses on: the process of learning to read and its implications for teaching; issues about learning to read which all teachers need to understand; and a programme of teaching children to read. The author deals with the learning that is necessary, and the teaching which enables it to be achieved. Now fully updated to include the most recent thinking on phonics, handwriting and literacy practices in the early years classroom, the book proposes a theoretical teaching model which will help teachers to make optimum use of the Literacy Hour.

Some Basic Considerations
Some basic considerations

Given the complexity of learning to read and the inherent difficulties in teaching young children to read it is not surprising that there are some unresolved issues and several approaches to their resolution. Goswami and Bryant (1990) discuss the pros and cons of dividing readers into ‘Phoenicians’ and ‘Chinese’ as suggested by Baron and Treiman (1980) in the journal, Memory and Cognition, Vol. 8. Under this division it is argued that readers fall into one or other category: those who rely heavily upon a phonological approach through letter-sound correspondences to reading and named after the Phoenicians who invented the alphabetic system, and those who are largely dependent upon visual memory and named after the Chinese who have to remember word ...

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