`This book examines the literacy development and assessment of children before the age of five years. It is highly relevant to all those professionally involved in assessment. Cathy Nutbrown explores the need for appropriate assessment practice to support teachers and illustrates the mismatch between the way teachers and researchers assess literacy. The book is worth buying for the final chapter alone, which provides an analysis of the newly developed Sheffield Early Literacy Development Profile. The actual tasks are included in the appendices. Thus, Cathy Nutbrown does not leave us frustrated. We are able to consider an ongoing assessment which is in tune with the best practice in teaching. This is a research text which b
Chapter 2: New Views of Early Literacy Development and the Need for Measurement
New Views of Early Literacy Development and the Need for Measurement
Until the 1970s early literacy development had been largely overlooked. Nursery education in the UK had, on the whole, overlooked the existence of any literacy abilities in children under five years old and concentrated instead on social and emotional development and promoting spoken language (Tough, 1976; Taylor et al., 1972; Hannon and James, 1990). This chapter will look at the recent history of research and practice in early literacy development, and through this identify the need for further work into how it is assessed.
Strands of Research in Early Literacy
Hannon (1995) has suggested that early literacy development can be thought of as having three main ...