Literacy Reading, Writing and Children's Literature

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

• ISBN13: 9780195551266
• ISBN10: 0195551265
• Edition: 3rd
• Format: Paperback
• Copyright: 2006-11-30
• Publisher: Oxford University Press

Summary

Literacy: Reading, Writing and Children's Literature 3e provides a comprehensive and accessible introduction to the principal literacy theories, while maintaining a focus on the practical application of literacy skills to everyday teaching. Classroom-tested, this leading text for EnglishEducation remains reader-friendly, practical, current, and unique in its inclusion of children's literature.

Table of Contents

List of Figures	xvii
List of Tables	xviii
Authors	xix
Foreword	xxii
Preface	xxv
Acknowledgments	xxx
Introduction: Literacy in the Modern World	xxxii
PART I Reading	1	(368)
Gordon Winch
Marcelle Holliday
Overview	1	(2)
A Balanced View of Reading	3	(15)
What is reading?	3	(1)
Research and the teaching of reading	4	(7)
From the past to the present	5	(1)
The emerging situation	6	(5)
Reading outcomes and indicators in Australia	11	(2)
New South Wales	11	(1)
Victoria	12	(1)
A balanced approach to reading	13	(1)
A balanced approach in this book	13	(1)
Literacy: Government, business, and the community	14	(4)
Some Factors Relating to Reading	18	(24)
The writing system of English	18	(5)
Regular features of English orthography	19	(4)
The sound system of English	23	(1)
Phonetics, phonemics, and phonics	23	(1)
The importance of oral language	24	(2)
Oral language and reading	25	(1)
Phonemic awareness and phonological awareness	26	(2)
The importance of phonemic awareness	27	(1)
How readers operate	28	(2)
Visual and nonvisual information	28	(1)
Seeing and understanding	28	(1)
How the eyes move during reading	29	(1)
Text and the locus of meaning	30	(4)
Literary theory and the locus of meaning	33	(1)
Reading and technology	34	(4)
The matter of dyslexia	38	(4)
Towards a Model of Reading	42	(19)
The context and purpose of reading	42	(2)
Selecting texts	44	(1)
Literacy practices	45	(3)
The reading cue systems or sources of information	48	(8)
Semantic information	48	(1)
Grammatical information	49	(2)
Phonological--graphological information	51	(3)
Visual/pictorial information	54	(2)
The basic strategies of reading	56	(1)
Viewing the reading model	57	(4)
The Child Before School: The Beginning of Literacy	61	(17)
Reading development	61	(1)
Learning to read	62	(6)
The early literacy experience	68	(2)
The role of the parent in early literacy	70	(3)
The best books	71	(1)
The best stories to tell	72	(1)
Early literacy in the community	73	(5)
Learning to Read: The Early School Years	78	(22)
The emergent reader: An example with Shared Reading	78	(10)
The background of theory	79	(1)
Using the reading model	79	(1)
Theory into practice: Shared Reading	80	(1)
The Shared Reading lesson	80	(6)
After the reading experience	86	(1)
Assessment and Shared Reading	86	(2)
The developing reader: An example with Guided Reading	88	(5)
The Guided Reading session	89	(4)
After the Guided Reading session	93	(1)
Assessment and Guided Reading	93	(1)
The developing reader: An example with Independent Reading	93	(3)
The Independent Reading session	94	(1)
After Independent Reading	95	(1)
Follow-up	95	(1)
Matching books to children	96	(4)
Learning to Read/Reading to Learn: The Middle Primary Years	100	(19)
Developing knowledge of reading cues	101	(6)
Semantic knowledge	101	(2)
Grammatical knowledge	103	(2)
Phonological--graphological knowledge	105	(2)
Developing effective comprehension strategies	107	(5)
Using and building prior knowledge	107	(1)
Predicting	108	(1)
Generating and answering questions	108	(1)
Monitoring comprehension	109	(1)
Inferring	109	(1)
Visualising	110	(1)
Identifying and summarising information	111	(1)
Responding to text	111	(1)
Teaching Reading in a Year 3 Class: An example with Guided Reading	112	(7)
Classroom environment	112	(1)
Grouping of students	112	(1)
A Guided Reading lesson with one group	113	(4)
After Guided Reading	117	(2)
Learning to Read/Reading to Learn: The Later Primary Years	119	(15)
Developing skills and knowledge	120	(14)
Semantic knowledge	120	(1)
Grammatical knowledge	121	(1)
Phonological--graphological knowledge	122	(1)
Reading factual texts	123	(2)
Looking closely at factual texts	125	(3)
Teaching strategies	128	(6)
Assessment in Reading	134	(21)
What is assessment in reading?	134	(1)
Purposes of assessment	134	(1)
Assessment in the classroom	135	(3)
A teaching/learning cycle	136	(1)
A process for assessing	137	(1)
Assessment at state and national levels	138	(3)
System accountability	140	(1)
Forms of reading assessment	141	(6)
Norm-referenced and criterion-referenced tests	142	(1)
Outcomes-based assessment	143	(1)
Authentic assessment	144	(1)
Portfolios, running records, and informal reading inventories	145	(1)
Reading checklists, reading profiles, and cumulative assessment files	146	(1)
Diagnostic assessment	147	(1)
Reading Recovery assessment methods	148	(1)
Grading or levelling texts	149	(6)
Specific guides for grading	150	(1)
The cloze procedure	151	(4)
The Effective Teaching of Reading	155	(31)
What do effective teachers do?	156	(2)
Teaching strategies	158	(8)
Shared (or Modelled) Reading	158	(1)
Guided Reading	159	(3)
Independent Reading	162	(1)
Reading aloud by the teacher	163	(1)
Selecting texts for the reading program	163	(1)
Selecting texts for Shared Reading	164	(1)
Selecting texts for Guided Reading	165	(1)
Selecting texts for Independent Reading	166	(1)
Grouping students	166	(3)
Working individually	167	(1)
Working in pairs	168	(1)
Working in small groups	168	(1)
Working with the whole class	169	(1)
The Literacy Session	169	(14)
Classroom organisation	170	(1)
The students	170	(1)
The teacher	171	(1)
Structure of a Literacy Session	171	(3)
Planning the Literacy Session	174	(9)
PART II Writing
Lesley Ljungdahl
Paul March
Overview	183	(3)
The Role of Writing	186	(8)
What is writing?	186	(1)
The power of language	187	(1)
The evolution of language	187	(3)
Origin of the alphabet	190	(4)
The Importance of Writing in our Society	194	(9)
Writing as a collector of ideas	194	(3)
Learning through writing	197	(1)
Physical considerations	197	(1)
Freedom and time lead to creativity	198	(1)
Quality process	198	(1)
When readers write	198	(1)
Writing as a creative process	198	(5)
The Writing Developmental Continuum	203	(17)
Literacy before school	203	(1)
Literacy at school	204	(2)
Characteristics of early writing	206	(6)
The developing writer	212	(2)
The proficient writer	214	(6)
Grammar Skills in the Classroom	220	(21)
What is grammar?	220	(2)
Why teach grammar?	222	(15)
The importance of context	222	(1)
Reasons for teaching grammar	223	(1)
Which grammar to teach?	223	(3)
Teaching grammar	226	(5)
Classroom ideas for teaching grammar	231	(6)
New developments in language study	237	(4)
The `grammar' of visual design	237	(1)
Language corpus	238	(3)
Punctuation Skills in the Classroom	241	(13)
Punctuation	241	(2)
Punctuation for rhetorical effect	242	(1)
Punctuation and personal style	243	(1)
Inventive punctuation	243	(1)
Basic punctuation	243	(1)
The history of punctuation	244	(1)
Everyday literacy needs and graphic symbols	245	(5)
Scope and sequence of teaching punctuation	245	(4)
Early Stage 1	249	(1)
Effective literacy practices	250	(1)
Modern punctuation	251	(3)
Spelling Skills in the Classroom	254	(28)
The teaching of spelling skills	254	(1)
Spelling strategies	255	(2)
The stages of spelling development	257	(4)
Spelling sequence	257	(3)
Misspellings for meaning and rhetorical effect	260	(1)
English orthography	261	(16)
Phonics and spelling	262	(6)
Learning styles and spelling strategies	268	(2)
Correct spelling matters	270	(1)
Spelling lists	270	(2)
Editing	272	(1)
Spelling `rules' or generalisations	273	(1)
Teaching spelling and effective classroom practices	274	(3)
Spelling and the future	277	(5)
e-spelling	277	(5)
Handwriting Skills in the Classroom	282	(10)
Handwriting	282	(10)
Examples of typography	283	(1)
Teaching handwriting	284	(1)
From kindergarten to grade six	284	(1)
The Foundation and Modern Cursive style	285	(1)
Classroom practice	286	(6)
Assessment of Writing	292	(24)
Assessment, evaluation and reporting	292	(2)
Principles of effective assessment and reporting	293	(1)
National benchmarks in literacy	294	(1)
Assessment of writing in the classroom	295	(2)
Data collection	297	(1)
Informal and formal assessment	297	(3)
Basic Skills Tests	300	(1)
Writing assessment in the classroom	300	(3)
Models of writing and assessment	303	(1)
Language portfolios	303	(13)
Variety in assessment procedures	304	(1)
Student involvement and responsbility	305	(1)
The ESL student	305	(1)
Assessment factors	305	(1)
Accountability	306	(1)
Linking of assessment and classroom instruction	306	(1)
Planning and design of portfolios	306	(1)
Organisation	307	(9)
Information and Communication Technologies	316	(19)
Using ICT to enhance teaching and learning	316	(4)
Benefits of using ICT in teaching writing	317	(1)
Conventions of writing and computers	318	(1)
Blogs (weblogs)	319	(1)
Competencies and capabilities to teach in e-literacies	320	(11)
Skills required by the teacher	320	(1)
Navigating the World Wide Web and information retrieval	321	(1)
Evaluating websites and software	322	(1)
Word-processing and desktop publishing	323	(1)
How to file and manage information	324	(1)
How to use presentation software	324	(1)
How to use communication software	324	(1)
Using the Internet in the classroom	324	(2)
epals or keypals	326	(2)
Web quests	328	(3)
Activities and games	331	(1)
The challenge of ICT	331	(4)
Teaching Writing in the Classroom	335	(34)
A sociolinguistic approach	335	(1)
The genre approach	336	(1)
Knowledge about language	337	(2)
Critical literacy	338	(1)
The process approach	339	(1)
Ways forward	340	(4)
Conditions for effective writing in the classroom	344	(25)
Time for creativity	344	(1)
Choice	345	(2)
Integrating the language skills	347	(1)
Links between reading and writing	347	(3)
Links between talking, listening, and writing	350	(2)
An integrated learning process	352	(1)
Response: the writing conference	353	(2)
Demonstration	355	(1)
Expectation	356	(1)
Physical considerations	356	(1)
Assessment	357	(1)
Drafting and editing	358	(2)
Disincentives to writing	360	(1)
The reluctant writer	361	(1)
Selection of texts	361	(1)
The importance of planning	362	(7)
PART III Children's Literature	369	(192)
Rosmary Ross Johnston
Overview	369	(4)
Language, Literature and Literacy in the Digital Age	373	(20)
Language and being	373	(2)
Literature as applied language	375	(2)
The place of literature in the classroom	377	(4)
Literature and the development of `knowing readers'	381	(4)
Children need to grow into readers `in the know' about reading	381	(4)
Children's books as mini-worlds	385	(1)
Children's literature and cultural literacy	386	(3)
Writing, speaking, and listening	389	(1)
The interconnectedness of reading and writing	390	(3)
What is Children's Literature?	393	(28)
Ideas of `literature'	394	(2)
Ideas of `childhood' and `the child'	396	(2)
Views of `the child'	396	(2)
Towards a definition	398	(1)
Children's literature as literature	399	(1)
Exposure beyond immediate needs	399	(3)
Exposure to different ways of seeing the world	402	(4)
Literature and jouissance	406	(1)
Literature and ideology	407	(2)
Literature as map	409	(4)
Authors and texts	413	(1)
Relationship to other genres: The Bildungsroman	414	(1)
A children's literature canon	415	(6)
Harry Potter and the Philosopher's/Sorcerer's Stone	417	(4)
Children's Literature and Critical Literacy	421	(9)
Critical literacy as a life-skill	421	(4)
How texts work	425	(5)
The level of story	425	(1)
The telling of the story (the telling of the text)	425	(1)
Discourse	426	(1)
Understory	426	(4)
Children's Literature and Digital Literacies	430	(10)
Development of new literacies	430	(2)
The literacy of the imagination	432	(8)
Theory Informing Practice	440	(24)
Tensions---a vital sign	440	(1)
Theory as template	441	(1)
Using theory to develop `courteous translations'	441	(1)
The concept of `life-world'	442	(4)
Depiction of the everyday	445	(1)
Children's books as `comprehensive grasps' of the world	446	(3)
The world of Are We There Yet?	447	(2)
The chronotope	449	(5)
Place and identity	452	(1)
Place as subjective space	452	(2)
The implied reader	454	(2)
Narrative patterns: The quest	456	(1)
Subjectivity and the developing sense of self	456	(1)
Focalisation and agency	457	(2)
Intertextuality	459	(5)
Children's Literature as a Locus of Literate Practices	464	(9)
Life cycle of the literacy process	464	(1)
Free-range reading	465	(1)
Literature and oracy	466	(1)
Children's literature and philosophy	466	(1)
Using children's literature for language lessons	467	(6)
The Classroom as a Community of Learners	473	(15)
The evolving classroom	473	(3)
Enhancing the classroom as a physical space	474	(2)
Assessment	476	(4)
Exploring sustainability through children's literature	480	(8)
Rationale for using the creative arts	480	(8)
Fairytales: A Pervasive Paradigm	488	(12)
Fairytales as the province of children	488	(1)
Children's literature and oral traditions	489	(1)
Characteristics of the oral tradition	489	(1)
Archetypes	490	(2)
Folktales	490	(1)
Fairytales	491	(1)
Literary fairytales	492	(1)
The birth of the fairytale in literature	492	(2)
The influence of Perrault	493	(1)
Characteristics of the fairytale	493	(1)
Sanitising fairytales	494	(1)
Interpretations of fairytales	494	(2)
The complexity of fairytales	495	(1)
Implicit values	495	(1)
Characteristics of contemporary retellings	496	(4)
Fairytales as `culture's sentences' and as `socialising'	497	(3)
Picturebooks and Poetry	500	(16)
Visual and verbal art	500	(2)
Writers and illustrators working together	502	(1)
Verbal and visual languages of picturebooks	502	(6)
The internal conversation of picturebooks	503	(1)
Counterpoint	504	(1)
The pleasures of predictability	504	(2)
Visual literacy	506	(1)
In defence of the pictures	506	(1)
The visual chronotope	507	(1)
Picturebooks and poetic language	508	(4)
Children's poetry	512	(4)
Australian Children's Literature Museum	514	(2)
Visual Literacy: Reading the World of Signs	516	(21)
Significance and heritage	516	(14)
Semiotics, signs and inference	516	(1)
Problems of definition	517	(2)
What is visual literacy?	519	(1)
Visual literacy and visual language	520	(1)
Visual literacy and cultural codes	520	(1)
Visual literacy and art	521	(1)
Interpreting visual language	522	(8)
The language of gesture	530	(7)
Baby signing	530	(1)
The significance of culture	530	(1)
The visual chronotope	531	(1)
Visual representations and power	532	(5)
A Locus for World Community	537	(8)
Literature and awareness of self and otherness	537	(4)
Literature in the ESL Multilingual classroom	541	(4)
A Forum: Social Issues, History, and Fantasy	545	(7)
Literature as meeting place	545	(2)
Children's reading and social issues	547	(2)
An ethics of hope	549	(3)
Responses to Children's Literature	552	(9)
Texts as popular culture	555	(2)
Children's literature as theatre	557	(2)
Connecting communities	559	(2)
Answers to quiz in chapter 2	561	(1)
Appendix: Key Australian literacy contacts	562	(4)
Glossary	566	(8)
Bibliography	574