Still the biggest concern for many on initial teacher training courses is the acquisition of subject knowledge and the ability to translate that into effective teaching. This book addresses this - building on the core subject knowledge covered in the Achieving QTS series and relating it to classroom practice. It supports trainees in extending and deepening their knowledge of English and demonstrating how to apply it to planning and implementing lessons. Practical and up-to-date teaching examples are used to clearly contextualize subject knowledge. A clear focus on classroom practice helps trainees to build confidence and develop their own teaching strategies.
Chapter 1: Phonological Awareness, Language Comprehension and Knowledge about Print
Phonological Awareness, Language Comprehension and Knowledge about Print
The simple view of reading (DfES, 2006) identifies language comprehension and word recognition as the two principal dimensions of reading development. Each of these dimensions of the reading process has its roots in the language experience of children before they begin formal phonics teaching and, often, before they begin school.
This chapter addresses what the Rose review (DfES, 2006) termed ‘pre-reading’ skills: the language comprehension, vocabulary growth and phonological awareness which underpin ...