This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive and ground-breaking work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - Space and literacy - Disabilities and early childhood literacy - Digital literacies - Indigenous literacy - Play and literacy - Policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy, including perspectives; literacy in families, communities and cultures; making meaning; literacy in preschool settings and schools, and various research methodologies. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. This Handbook is essential for BA QTS students; MEd in Literacy students; PhD students; undergraduate, postgraduate and CPD students; researchers, and literacy-centre personnel. Anyone involved in Early Years education and teaching reading and writing will find it illuminating.
Chapter 29: Effective Literacy Teaching in the Early Years of School: A Review of Evidence
Effective Literacy Teaching in the Early Years of School: A Review of Evidence
This chapter explores the literature on effective literacy teaching in the early stages of schooling, where early years is defined as ranging from 5 to 8 years. The focus is not so much about the relative effectiveness of various teaching methods, instructional programmes, teaching materials, or the ‘natural’ development of literacy in young children as it is about what characterises teacher expertise in the intentional promotion of literacy in the early-years classroom.
There is now considerable agreement in the research field regarding how young children become literate (e.g., Roskos and Christie, 2001; Bissex, 1980; Bussis et al., 1985; Adams, 1991; Snow ...