Effective Literacy Teaching in the Early Years of
School: A Review of Evidence

Hall, Kathy

doi:10.4135/9781446247518.n29

Cited by 25 publications

(33 citation statements)

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“…Research often talks about what teachers do but less frequently discusses the thinking behind their practice or their approach to individual learning. Hall (2003) suggests that other successful ways of gaining information from teachers about the thinking behind their practice include interviews, which entail conversations about actual lessons observed or samples of work. This questionnaire survey of teachers by Poulson et al (2001) also found that the most effective teachers articulate high expectations of all pupils in terms of the reading and writing success.…”

Section: Literature Reviewmentioning

confidence: 99%

Parents' and teachers' views on deaf children's literacy at home: do they agree?

Watson

Swanwick

2008

Deafness Educ. Int.

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This paper compares the views of parents and teachers of the deaf on deaf children's literacy at home. We made DVD recordings of 12 young deaf children (aged 3-5) sharing books with their parents at home. Six families used British Sign Language (BSL) as their main means of communication and for interacting around books, and six used spoken language. Each dyad shared one book of their choice and they all shared Where's My Teddy? (Alborough, 2002), which was a book chosen by the researchers. One month later, the parents were shown the recording and asked for their views on it and on their child's literacy development. The teacher of the deaf working with each family was shown the same recording and asked similar questions. Results revealed that the parents and teachers of the deaf held some views in common, but focused on different aspects of literacy development. Implications for practice include developing a shared understanding of the routes to literacy that individual deaf children will follow.

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Section: Literature Reviewmentioning

confidence: 99%

Parents' and teachers' views on deaf children's literacy at home: do they agree?

Watson

Swanwick

2008

Deafness Educ. Int.

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“…This further reflects a narrow perspective on reading as a technical competence where pupils' achievement and the effectiveness of teaching can be judged entirely by measurable outcomes of standardised screening tests. This is at odds with definitions of literacy as a social and culturally mediated activity (Gee, ; Perry ), research on effective literacy teaching as a pedagogical activity (Hall, ), and the literacy aspects of the key competences and pillars of education stipulated in the Icelandic national curriculum (Ministry of Education, Science and Culture, ).…”

Section: Concluding Remarks and A Way Forwardmentioning

confidence: 99%

Testing or transforming practice: probing an Icelandic national initiative to improve literacy education

Sigþórsson

2017

Literacy

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In the wake of a White Paper on Education Reform, published in 2014 by the Icelandic Ministry of Education, Science and Culture, the minister launched a national initiative to improve literacy education in Icelandic compulsory schools. The White Paper and the national initiative came as a reaction to the disappointing performance of 15‐year‐olds on the Programme for International Student Assessment (PISA) test 2012. The aim of this paper is to critique the national initiative, the policy behind it and its implementation, in light of definitions of literacy and literacy teaching as a pedagogical activity and some critical issues of literacy education in Icelandic compulsory schools. These include a low proportion of students on the two highest performance levels of the Programme for International Student Assessment (PISA) results, gender differences, residential differences and differences between social groups, and diminishing book reading of children and teenagers. The main conclusion is that the national initiative is characterised by a narrow focus on testing reading literacy and recording data to compare students with test standards but lacks a rational and coherent plan to address the critical issues of literacy education mentioned earlier, the professional development of teachers and the development of schools as professional learning communities.

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“…La démarche active de découverte , de même que la plupart des pratiques pédagogiques s'inspirant des courants constructivistes et socioconstructivistes (Lefrançois, 2000;Hall, 2003;Laroui, Morel et Leblanc, 2014) s'inscrivent dans cette approche, où on cherche à s'assurer d'une implication active de l'élève par l'observation préalable à la règle.…”

Section: La Didactique De La Grammaireunclassified

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Vincent

Lefrançois

2016

L & L

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Effective Literacy Teaching in the Early Years of School: A Review of Evidence

Cited by 25 publications

References 0 publications

Parents' and teachers' views on deaf children's literacy at home: do they agree?

Parents' and teachers' views on deaf children's literacy at home: do they agree?

Testing or transforming practice: probing an Icelandic national initiative to improve literacy education

Chercher à améliorer la compétence scripturale par l’enseignement du complément du nom

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