• 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.

Pitfalls with Phonics
Pitfalls with phonics

Very few subjects of the curriculum carry with them the danger of being misinterpreted. Unfortunately, reading is one of them. People who would otherwise be regarded as thoughtful have been known to conclude rashly that reading is a summative process in which phonemes are joined in a simplistic way by children who have learned their alphabet. This is patently not so and no teacher would base teaching upon such a naive approach. Nevertheless, because the majority of teachers experienced no undue difficulties in learning to read, there can arise the danger of over-optimistic assumptions being made about children's abilities to cope with the intricacies of learning to read. For example, it is easy to assume that children have an innate ...

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