Literacy Teaching and Education (Sage Library of Educational Thought & Practice)

Literacy Teaching and Education (Sage Library of Educational Thought & Practice)

By: Dominic Wyse (editor)Hardback

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Literacy is essential to life-long learning, it is essential if people are to have full access to society, and it is essential to learning in formal education. The past 20 years has seen many significant developments in scholarship. The messages from this research need to be shared and put into practice. Dominic Wyse, a leading scholar in literacy, curriculum and pedagogy, has distilled the significant body of knowledge in this vital area of research, policy and practice into a four-volume collection. A feature that unifies this major work is the idea of contextualized teaching shown by research to be most effective. Volume One addresses the foundations of literacy, particularly the place of language and its links with literacy. Volume Two focuses on the teaching of reading. It includes reflection on the vital importance of texts and textbooks, for example by drawing on children's literature research. It also focuses on reading at word-level including the teaching of the alphabetic code. Volume Three concentrates on effective teaching of writing, particularly essential features of the process of writing, including IT and multimedia. Volume Four interrogates international and global thinking in relation to educational policy for language, literacy, curriculum and pedagogy. It is through effective policy that research on the most effective teaching methods can powerfully influence practice.

About Author

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic's research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).


VOLUME ONE: THE FOUNDATIONS OF LANGUAGE AND LITERACY Oral Discourse in a World of Literacy - David Olson Curriculum and the Value of Knowledge - David Carr The 'Social' in Post-Vygotskian Theory - Harry Daniels Children's Literature Studies and Literary Theory Today - Maria Nikolajeva Theory, Post-Theory and Aetonormative Theory A Pedagogy of Multiliteracies - The New London Group Designing Social Futures What's 'New' in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice - Brian Street Within You, Without You - Teresa Amabile The Social Psychology of Creativity and beyond Learning Language and Strategic Thinking through the Arts - Shirley Brice Heath Linguistic Interdependence and the Educational Development of Bilingual Children - James Cummins Bilingual and Monolingual Brains Compared - Ioulia Kovelman, Stephanie Baker and Laura-Ann Petitto A Functional Magnetic Resonance Imaging Investigation of Syntactic Processing and a Possible 'Neural Signature' of Bilingualism English - David Crystal Which Way Now? Written Language, Standard Language, Global Language - Michael Halliday The Logic of Non-Standard English - W Labov Chinese Englishes - Kingsley Bolton From Canton Jargon to Global English Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students - Leslie Reese et al The Seeds of Time - Neil Mercer Why Classroom Dialogue Needs a Temporal Analysis VOLUME TWO: READING Viewpoints: Transaction versus Interaction - Louise Rosenblatt A Terminological Rescue Operation Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading - Allan Wigfield and John Guthrie Decoding, Reading and Reading Disability - Phillip Gough and William Tunmer Matthew Effects in Reading - Keith Stanovich Some Consequences of Individual Differences in the Acquisition of Literacy Joint Book Reading Makes for Success in Learning to Read - Adriana Bus, Marinus van Ijzendoorn and Anthony Pellegrini A Meta-Analysis on Intergenerational Transmission of Literacy Reading Acquisition, Developmental Dyslexia and Skilled Reading across Languages - Johannes Ziegler and Usha Goswami A Psycholinguistic Grain Size Theory Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms - Karin Dahl et al Analysis of Oral Reading Miscues - Kenneth Goodman Applied Psycholinguistics Oral Narrative Genres as Dialogic Resources for Classroom Literature Study - Mary Juzwik et al A Contextualized Case Study of Conversational Narrative Discussion Individualizing Student Instruction Precisely - Carol McDonald Connor et al Effects of Child x Instruction Interactions on First Graders' Literacy Development A Six-Year Study of Children Who Learned to Read in School at the Age of Four - Dolores Durkin Reading Errors and Self-Correction Behaviour - Marie Clay A Meta-Analysis of Reading Recovery in United States Schools - Jerome D'Agostino and Judith Murphy VOLUME THREE: WRITING A Cognitive Process Theory of Writing - Linda Flower and John Hayes New Directions in Writing Theory - John Hayes What's in a Name? Children's Name Writing and Literacy Acquisition - Janet Bloodgood The Developmental Characteristics of Four and Five-Year-Old Pre-Schoolers' Drawing - Hui-Chin Yang and Andrea Noel An Analysis of Scribbles, Placement Patterns, Emergent Writing and Name Writing in Archived Spontaneous Drawing Samples Stories, Coupons and the 'TV Guide' - Victoria Purcell-Gates Relationships between Home Literacy Experiences and Emergent Literacy Knowledge One-Way Traffic? Connections between Literacy Practices at Home and in the Nursery - Jackie Marsh Children's Patterns of Composition and Their Reflections on Their Composing Processes - Debra Myhill An Examination of the Writing Processes of Seven-Year Old Children - Donald Graves Grammar - Dominic Wyse For Writing? A Critical Review of Empirical Evidence Pupils' Word Choices and the Teaching of Grammar - Dominic Wyse Teaching Argumentative Non-Fiction Writing to Seven-14-Year Olds - Richard Andrews et al A Systematic Review of the Evidence of Successful Practice Empowering Education - Stuart Yeh Teaching Argumentative Writing to Cultural Minority Middle-School Students Improving the Writing, Knowledge and Motivation of Struggling Young Writers - Karen Harris, Steve Graham and Linda Mason Effects of Self-Regulated Strategy Development with and without Peer Support Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research? - Donna Alvermann An Analysis of Developmental Spelling in 'GNYS AT WRK' - J Richard Gentry Which Children Benefit from Letter Names in Learning Letter Sounds? - Rebecca Treiman et al VOLUME FOUR: TEACHING ENGLISH: IMPLICATIONS FOR POLICY The Future of the Social Turn - James Paul Gee Social Minds and the New Capitalism Policy Sociology and Critical Social Research - Stephen Ball A Personal Review of Recent Education Policy and Policy Research Measuring Standards in Primary English - Mary Hilton Issues of Validity and Accountability with Respect to PIRLS and National Curriculum Test Scores Measuring Standards in Primary English - Chris Whetton, Liz Twist and Marian Sainsbury The Validity of PIRLS - A Response to Mary Hilton Pedagogical Renewal for Quality Universal Primary Education - Martial Dembele and Pulane Lefoka Overview of Trends in Sub-Saharan Africa Contextual Influences on Instructional Practices - Guandwei Hu A Chinese Case for an Ecological Approach to ELT Notions of Criticality - Mark Baildon and Jasmine Sim Singaporean Teachers' Perspectives of Critical Thinking in Social Studies Globalization and Language Learning in Rural Japan - Ryuko Kubota and Sandra McKay The Role of English in the Local Linguistic Ecology Welfare Labourism versus the New Right - Gerald Grace The Struggle in New Zealand's Education Policy The De-Democratization of Schools and Literacy in America - James Hoffman Teaching Children to Read - Gregory Camilli, Sadako Vargas and Michele Yurecko The Fragile Link between Science and Federal Education Policy Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students with Scientifically Based Reading Instruction - Jim Cummins The State of Educational Intervention Research as Viewed through the Lens of Literacy Intervention - Michael Pressley, Steve Graham and Karen Harris Changing Classroom Practice through the English National Literacy Strategy - Adam Lefstein A Micro-Interactional Perspective The Politics of Literacy in the Context of Large-Scale Education Reform - Gemma Moss Synthetic Phonics and the Teaching of Reading - Dominic Wyse and Usha Goswami

Product Details

  • ISBN13: 9780857025074
  • Format: Hardback
  • Number Of Pages: 1536
  • ID: 9780857025074
  • weight: 2000
  • ISBN10: 0857025074

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