Reading Under Control: Teaching Reading in the Primary School

by ;
  • ISBN13:


  • ISBN10:


  • Edition: 3rd
  • Format: Nonspecific Binding
  • Copyright: 2007-12-20
  • Publisher: Routledge

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $35!
    Your order must be $35 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
List Price: $48.95 Save up to $7.34
  • Rent Book $41.61
    Add to Cart Free Shipping


Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
  • The Rental copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.


Now in an updated third edition, this best-selling textbook from the English Education team at Roehampton University introduces students and primary teachers to key issues in the teaching of reading. The authors know that reading is of profound importance for the learning, personal fulfillment and pleasure of individuals. They also know that to be a teacher of reading is to enter a complex and contentious arena. Their aim is to provide comprehensive and balanced guidance to ensure that students and teachers feel in control.

Author Biography

Judith Graham recently retired as a Principal Lecturer from Roehampton University Alison Kelly is Senior Lecturer in English Education at Roehampton University.

Table of Contents

List of illustrationsp. viii
Notes on contributorsp. ix
Prefacep. xi
Acknowledgementsp. xiv
How We Got to Where We arep. 1
Introductionp. 1
Literacyp. 1
What is reading?p. 3
Models of readingp. 3
Historical overviewp. 6
Learning stylesp. 11
Current government documentationp. 12
Conclusionp. 13
Reading Differences, Reading Diversityp. 14
Introductionp. 14
The gender gapp. 14
Children learning and using English as an additional language (EAL)p. 17
Using ICT: opportunities for 'real' reading and writingp. 21
Creativity and the English curriculump. 23
Getting to Grips with Phonicsp. 26
Introductionp. 26
The phonics seminarp. 27
The independent review of the teaching of early readingp. 28
What teachers need to knowp. 30
Using terminology with childrenp. 36
Teaching phonics: pace and progressionp. 36
Conclusionp. 42
Glossary of termsp. 42
The Reading Journeyp. 45
Early readingp. 45
From inexperienced to experienced readerp. 50
Reading Routinesp. 55
Introductionp. 55
The reading curriculump. 55
Planning and organising for readingp. 56
Shared readingp. 57
Guided readingp. 60
Independent readingp. 67
Reading aloud to childrenp. 70
The class readerp. 74
Dramap. 80
Reading partners/buddiesp. 81
Reading one-to-onep. 84
Parental involvementp. 87
Reading Resourcesp. 92
What do children need to read?p. 92
Texts within the routinesp. 96
Matching the child to the bookp. 108
Managing and organising resourcesp. 110
Useful teaching resourcesp. 114
Monitoring and Assessing Readingp. 118
Introductionp. 118
Assessment for learning (AfL)p. 119
The cycle of observation, planning and assessmentp. 131
Assessment of learning (AoL)p. 134
Managing your recordsp. 139
Meeting Individual Needsp. 141
Introductionp. 141
Reasons for failure to readp. 141
Characteristics of struggling readersp. 141
Characteristics of successful readersp. 142
Characteristics of gifted and talented readersp. 142
What inexperienced readers needp. 144
What inexperienced readers do not needp. 145
Formal arrangements for struggling readersp. 145
A quick checklist if a child seems to be strugglingp. 148
Assessmentp. 149
Meeting individual needs in and out of the classroomp. 150
Parental involvementp. 157
Conclusionsp. 158
Dyslexia and Readingp. 159
Introductionp. 159
Defining the conditionp. 159
Lines of enquiry into dyslexiap. 161
A case history of David in Year 2p. 166
A case history of Gary in Year 5p. 170
Conclusionp. 174
Referencesp. 175
Author indexp. 188
Subject indexp. 192
Table of Contents provided by Ingram. All Rights Reserved.

Rewards Program

Write a Review