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.
Introduction Structure of the book Overview of the book Becoming a Reader in a Digital Age Definitions of Reading The Cognitive-Psychological Perspective The Psycho-Linguistic Perspective The Sociopolitical Perspective The Sociocultural Perspective The Study Ethical Considerations The Research Methods: Designing the Tools The Role of the Researcher Data Collection Teacher and Parent Interviews Developing the Case Studies Summary Children's Perceptions of Reading: Defining 'Reading' in the Nursery The Nursery Cohort Perceptions of Being 'a Reader' in Nursery Perceptions of Being a 'Non-Reader' in Nursery David's Story: Integrated Perceptions of Reading Summary Children's Perceptions of Reading: Defining 'Reading' in Reception The Reception Cohort Perceptions of Being 'a Reader' in Reception Perceptions of Being a 'Non-Reader' in Reception Reading Words, Reading Pictures, Reading Whole Texts David's Story: Schooled Reading - Devoid of Meaning Summary Perceived Uses and Affordances of Book Texts The Affordance and Uses of Books Reading Scheme Texts: Proficiency Grading and Becoming 'a Reader' Reading Schemes: Discouraging Reading Summary Reading in Multidimensional Forms Digital Literacy Using Computers at Home and at School Reading Computer Texts Responding to Print on Screen Reading Print on Paper and Screen Reading Print in Multidimensional Forms Summary What Reading Means at Home and at School Introduction Developing Perceptions of Reading During the Nursery Year Moving into Reception: Changes in the 'Third Space' Parents: Confidence and Contention in the 'Third Space' Summary From Research to Practice Perceptions of Reading Role of Play The Teacher-Pupil Relationship Print-Reading and the Use of Reading Scheme Texts Digital Texts and New Technologies Summary Conclusion A Foundation Curriculum: Promoting Confidence in Reading Assessment Future Research Conclusion