Literacy Reading, Writing, and Children's Literature

by Winch, Gordon; Johnston, Rosemary Ross; Holliday, Marcelle; Ljundgahl, Lesley; March, Paul

• ISBN13: 9780195506716
• ISBN10: 0195506715
• Format: Paperback
• Copyright: 2001-06-28
• Publisher: Oxford University Press

Summary

Literacy: Reading, Writing and Children's Literature focuses on the interactive nature of literacy development. The book is divided into three parts and moves easily from the theory of teaching literacy skills to its practice, and is at the cutting edge of both.

Table of Contents

List of Figures	xii
List of Contributors	xiii
Foreword	xvi
Preface	xx
Acknowledgments	xxiii
Introduction	1	(6)
Part I Reading
A Balanced View of Reading	7	(12)
What is reading?	7	(1)
Research and the teaching of reading	8	(1)
From the past to the present	9	(1)
The emerging situation	10	(4)
Reading outcomes and indicators in Australia	14	(2)
A balanced approach to reading	16	(1)
A balanced approach in this book	17	(2)
Some Factors Relating to Reading	19	(17)
The writing system of English	19	(3)
Phonemic awareness and phonological awareness	22	(3)
How readers operate	25	(3)
Text and the locus of meaning	28	(2)
Reading and the computer	30	(6)
Towards a Model of Reading	36	(12)
Context	36	(1)
The reading cue systems	37	(6)
The phonological-graphological cue system	37	(3)
The grammatical cue system	40	(1)
The semantic cue system	41	(2)
The four roles of the reader	43	(1)
The basic strategies of reading	44	(1)
Viewing the reading model	45	(3)
The Child Before School: The Beginning of Literacy	48	(13)
Learning to read	48	(3)
The early literacy experience	51	(2)
The role of the parent in early literacy	53	(3)
Early literacy in the community	56	(5)
Learning to Read: The Early School Years	61	(21)
The emergent reader: An example with Shared Reading	61	(10)
The developing reader: An example with Guided Reading	71	(7)
The developing reader: An example with Independent Reading	78	(4)
Learning to Read: The Middle and Later Primary Years	82	(25)
Reading in Years 3 and 4	82	(13)
The background of theory	82	(1)
Developing knowledge	83	(5)
Developing skills	88	(7)
Reading in Years 5 and 6	95	(12)
Developing skills and knowledge	97	(3)
The role of the teacher	100	(3)
The Literacy Session	103	(4)
Assessment in Reading	107	(18)
Nature and importance of assessment	107	(1)
Purposes of assessment	108	(1)
Assessment in Australia today	109	(2)
Forms of reading assessment	111	(1)
System accountability	112	(1)
School and classroom assessment	113	(5)
Diagnostic assessment	118	(1)
Reading recovery	118	(1)
Grading texts	119	(6)
The Effective Teaching of Reading	125	(26)
Teaching strategies	127	(3)
Shared (or Modelled) Reading	127	(1)
Guided Reading	128	(1)
Independent Reading	129	(1)
Selecting texts for the reading program	130	(3)
Grouping students	133	(3)
The Literacy Session	136	(15)
Some Fundamentals	136	(5)
Planning the Literacy Session	141	(1)
A Literacy Session in action	142	(9)
Part II Writing
The Role of Writing	151	(7)
The power of language	152	(1)
The evolution of language	152	(3)
Origin of the alphabet	155	(3)
The Importance of Writing in our Society	158	(8)
Learning through writing	160	(6)
Physical considerations	160	(1)
Freedom and time lead to creativity	160	(1)
Quality process	161	(1)
When readers write	161	(1)
Writing as a creative process	161	(5)
The Writing Developmental Continuum	166	(18)
Before school	166	(1)
At school	167	(5)
Characteristics of early writing	172	(5)
The developing writer	177	(3)
The proficient writer	180	(4)
Teaching Writing in the Classroom	184	(33)
A sociolinguistic approach	184	(1)
Genres	185	(2)
Knowledge about language	187	(1)
Critical literacy	187	(2)
The process approach	189	(1)
Ways forward	189	(1)
Computer or technological literacy	190	(1)
Email	190	(1)
A case study	191	(3)
The writing classroom	194	(1)
Conditions for effective writing	194	(23)
Writing Skills in the Classroom: Handwriting and Spelling	217	(27)
The teaching of skills	217	(1)
Handwriting	218	(5)
Teaching handwriting	219	(1)
The Foundation style	220	(1)
Classroom practice	221	(2)
Spelling	223	(21)
The stages of spelling development	225	(3)
English orthography	228	(3)
Bases of words	231	(2)
Etymological knowledge	233	(1)
Learning styles and spelling strategies	234	(1)
Correct spelling matters	235	(1)
Independence and risk-taking	236	(1)
Spelling lists	236	(1)
Editing	236	(1)
Spelling `rules' or generalisations	237	(2)
Teaching spelling and effective classroom practices	239	(5)
Writing Skills in the Classroom: Punctuation and Grammar	244	(22)
Punctuation	244	(7)
Everyday literacy needs and graphic symbols	245	(1)
Scope and sequence of teaching punctuation	245	(6)
Grammer	251	(15)
Teaching grammar	251	(2)
Which grammar to teach?	253	(1)
Traditional grammar	254	(4)
Functional grammar	258	(2)
New developments in language study	260	(1)
Implications for teaching grammar	260	(6)
Assessment of Writing	266	(21)
National benchmarks in literacy	267	(1)
Assessment of writing	267	(1)
Data collection	268	(1)
Informal and formal assessment	268	(1)
Basic Skills Tests	269	(2)
Writing assessment in the classroom	271	(1)
Models of writing and assessment	272	(1)
Language portfolios	272	(15)
Part III Children's Literature
Language into Literature	287	(13)
Language and being	287	(1)
Literature as applied language	288	(1)
The place of literature in the classroom	288	(1)
Literature and the development of `knowing readers'	289	(4)
Children's books as mini-worlds	293	(1)
Children's literature and cultural literacy	293	(1)
Theory into practice: examples of classroom activities	294	(3)
Writing, speaking, and listening	297	(1)
The connectedness of reading and writing	298	(2)
What is Children's Literature?	300	(20)
Ideas of `childhood' and `the child'	301	(1)
Towards a definition of children's literature	302	(1)
Children's literature as literature	303	(1)
Exposure beyond immediate needs	303	(2)
Exposure to different ways of seeing the world	305	(3)
Literature and jouissance	308	(1)
Beyond teaching	309	(1)
Literature and ideology	309	(1)
Survival of the book	310	(1)
Literature as map	311	(3)
Authors and texts	314	(1)
Children's literature and its relationships to other genres: the Bildungsroman	314	(1)
A children's literature canon	315	(5)
Children's Literature and Critical Literacy	320	(9)
Critical literacy as a life-skill	320	(4)
How texts work	324	(5)
The level of story	324	(1)
The telling of the story (the telling of the text)	324	(1)
Discourse	325	(1)
Understory	325	(4)
Children's Literature, Technology, and the New Literacies	329	(11)
`The Literacy of the Imagination'	331	(9)
Theory Informing Practice	340	(22)
Tensions---a vital sign	340	(1)
Theory as template	341	(1)
Using theory to develop `courteous translations'	341	(1)
The concept of `life-world'	341	(4)
Depiction of the everyday	345	(1)
Children's books as `comprehensive grasps' of the world	346	(1)
The chronotope	347	(3)
Place and identity	350	(1)
Place as subjective space	350	(2)
The implied reader	352	(2)
Children's literature and the developing sense of self as a site of consciousness and meaning	354	(1)
Focalisation and agency	355	(2)
Intertextuality	357	(5)
Children's Literature as a Locus of Literate Practices	362	(10)
Speaking and listening	362	(1)
The life cycle of the process of literacy	363	(1)
Free-range reading	363	(1)
Literature and oracy	363	(1)
Children's literature and philosophy	364	(1)
Using children's literature for language lessons	365	(7)
The Classroom as a Community of Learners	372	(16)
Ideas to enhance the classroom as a physical space	373	(1)
Assessment	374	(14)
Fairytales: A Pervasive Paradigm	388	(12)
Fairytales as the province of children	388	(1)
Children's literature and oral traditions	389	(1)
Characteristics of the oral tradition	390	(1)
Archetypes	390	(1)
Folktales	390	(1)
Fairytales	391	(9)
Picturebooks: The Third Space	400	(14)
Writers and illustrators working together	402	(1)
Verbal and visual languages of picturebooks	402	(1)
The internal conversation of picturebooks	403	(1)
Counterpoint	404	(1)
The pleasures of predictability	404	(2)
The language of pictures	406	(1)
Visual literacy	406	(1)
In defence of the pictures	407	(1)
The visual chronotope	408	(1)
Picturebooks and poetry	409	(5)
A Locus for World Community	414	(8)
Literature in the ESL classroom	418	(4)
A Forum: Social Issues, History, Fantasy	422	(5)
Responses to Children's Literature	427	(8)
Texts as reader response	427	(1)
Texts as mirrors: feeling rejection, isolation, feeling `out of it', feeling different	428	(1)
Texts as mini-cultures: school and playground experience	429	(1)
Texts as popular culture	430	(2)
Conclusion: children's literature as theatre	432	(3)
Afterword	435	(3)
Appendix: Key Australian Literacy Contacts	438	(7)
Glossary	445	(9)
Bibliography	454	(18)
Name and Title Index	472	(5)
Subject and Organisation Index	477