In order to have a strong understanding of primary English, teachers need to understand how children learn reading, writing and language, and how these develop throughout childhood. Covering the interconnected areas of speaking, listening, reading and writing, and aware of the new National Curriculum in England, this book gives beginning teachers clear pragmatic guidance on how to plan, deliver and assess high-quality teaching. Key features: Recurring case studies in each chapter provide realistic examples of children’s literacy development across the primary age phase • Research focus boxes explore contemporary research findings and what they mean for the classroom • Activities and classroom application sections give practical advice that can be used in teaching. • This is essential reading for all students studying primary English on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, PGDE, School Direct, SCITT), and also NQTs.
- To identify key features of progression in reading acquisition
- To examine key models of the reading process
- To relate progression in reading acquisition to daily classroom practice
- To evaluate common forms of reading assessment
This is the first of three chapters that address reading progression in the primary classroom. It examines the process of how children learn to read. Learning to read is different from being a reader. Being a reader requires motivation and a reason to read as well as an environment that enables reading to thrive. Learning to read is only the first step in a life-long process.
It is important to note here that not all children learn to read in the same way. Although children should read print automatically and comprehend what ...