Understanding pupils' perspectives on their learning has been shown to be of significant help in planning and implementing an effective literacy teaching programme. This book offers a new viewpoint of reflective curriculum design, in contrast to current 'top-down' models characterised by dictates and requirements placed on teachers from above. Instead, the learner is placed at the centre of teaching as the text explores much-needed evidence about the views of learners themselves. Topics covered include: * learners' perspectives of reading, writing and literacy teaching * learners' perspectives on literacy teaching * an exploration of the viewpoints of the learners * advice on how to develop a learner-centred approach to literacy teaching.
David Wray David Wray taught in a variety of schools for 10 years and is currently Professor of Literacy Education at the University of Warwick. He has published over 30 books on aspects of literacy teaching and is best known for his work on developing teaching strategies to help pupils access the curriculum through literacy. This has resulted in such innovations as the Extending Interactions with Texts (EXIT) model to guide the teaching of reading to learn, and writing frames to help with the writing of factual text types. His work has been made an integral part of the National Literacy Strategy at both primary and secondary levels and he co-wrote Module 6 (Reading and Writing for Information) of the original primary NLS training materials. Jane Medwell Jane Medwell is a former primary school teacher, currently Lecturer in Literacy Education at the University of Warwick. She has carried out a number of research projects into aspects of literacy education and has written numerous books and articles on topics ranging from the use of electronic books with young children, to classroom contexts for writing.
Introduction: Why do learners' perspectives matter? Section 1: Learners perspectives on reading 2. Learners' concepts of reading: confusion or clarity 3. Investigating learners' concepts of reading 4. Learners' attitudes towards reading Section 2: Learners' perspectives on writing 5. Learners' attitudes towards writing 6. Investigating learners' concepts of writing Section 3: Learners' perspectives on literacy teaching 7. Literacy teaching activities: the learners' views 8. Learners' responses to texts in literacy teaching 9. Learners' responses to the literacy hour Section 4: Responding to the perspectives of your own learners 10. Exploring the viewpoints of the learners 11. Developing a learner-centred approach to literacy teaching 12. Conclusion: Possible next steps