• Summary
  • Contents
  • Subject index

Developing and supporting literacy is an absolute priority for all early years settings and primary schools, and something of a national concern. By presenting extensive research evidence, Rachael Levy shows how some of our tried and tested approaches to teaching reading may be counter-productive, and are causing some young children to lose confidence in their abilities as readers. Through challenging accepted definitions and perspectives on reading, this book encourages the reader to reflect critically on the current reading curriculum, and to consider ways in which their own practice can be developed to match the changing literacy landscape of the 21st century. Placing the emphasis on the voices of the children themselves, the author looks at: - what it feels like to be a reader in the digital age - children's perceptions of reading - home and school reading - reading in multidimensional forms - the future teaching of reading Essential reading for all trainee and practising teachers, this critical examination of a vital topic will support all those who are interested in the way we can help future generations to become literate. This book will encourage researchers and practitioners alike to redefine their own views of literacy, and situate 'reading literacy' within the digital world in which young children now live. Rachael Levy worked as a primary school teacher in both London and Cambridge before undertaking her doctoral studies at the University of Cambridge. She is Lecturer in Early Years Education, at the University of Sheffield.

Conclusion
Conclusion

By maintaining a focus on the voices of children themselves, this book has provided an insight into the ways in which young children develop perceptions of reading and has explained how these perceptions can have a profound influence on children's confidence and motivations for reading. As a consequence, this book has exposed many of the complex issues surrounding the teaching and learning of reading as young children enter the formal schooling system.

On the basis of findings from research, this book has offered a number of suggestions for teachers and early years practitioners working with young children in educational settings. In particular, the previous chapter invited teachers to reflect critically on aspects of their practice and find their own ways in which to encourage young ...

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