Reading Under Control: Teaching Reading in the Primary School

by Graham; Judith

• ISBN13: 9781843124610
• ISBN10: 1843124610
• Edition: 3rd
• Format: Nonspecific Binding
• Copyright: 2007-12-20
• Publisher: Routledge

Summary

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 illustrations	p. viii
Notes on contributors	p. ix
Preface	p. xi
Acknowledgements	p. xiv
How We Got to Where We are	p. 1
Introduction	p. 1
Literacy	p. 1
What is reading?	p. 3
Models of reading	p. 3
Historical overview	p. 6
Learning styles	p. 11
Current government documentation	p. 12
Conclusion	p. 13
Reading Differences, Reading Diversity	p. 14
Introduction	p. 14
The gender gap	p. 14
Children learning and using English as an additional language (EAL)	p. 17
Using ICT: opportunities for 'real' reading and writing	p. 21
Creativity and the English curriculum	p. 23
Getting to Grips with Phonics	p. 26
Introduction	p. 26
The phonics seminar	p. 27
The independent review of the teaching of early reading	p. 28
What teachers need to know	p. 30
Using terminology with children	p. 36
Teaching phonics: pace and progression	p. 36
Conclusion	p. 42
Glossary of terms	p. 42
The Reading Journey	p. 45
Early reading	p. 45
From inexperienced to experienced reader	p. 50
Reading Routines	p. 55
Introduction	p. 55
The reading curriculum	p. 55
Planning and organising for reading	p. 56
Shared reading	p. 57
Guided reading	p. 60
Independent reading	p. 67
Reading aloud to children	p. 70
The class reader	p. 74
Drama	p. 80
Reading partners/buddies	p. 81
Reading one-to-one	p. 84
Parental involvement	p. 87
Reading Resources	p. 92
What do children need to read?	p. 92
Texts within the routines	p. 96
Matching the child to the book	p. 108
Managing and organising resources	p. 110
Useful teaching resources	p. 114
Monitoring and Assessing Reading	p. 118
Introduction	p. 118
Assessment for learning (AfL)	p. 119
The cycle of observation, planning and assessment	p. 131
Assessment of learning (AoL)	p. 134
Managing your records	p. 139
Meeting Individual Needs	p. 141
Introduction	p. 141
Reasons for failure to read	p. 141
Characteristics of struggling readers	p. 141
Characteristics of successful readers	p. 142
Characteristics of gifted and talented readers	p. 142
What inexperienced readers need	p. 144
What inexperienced readers do not need	p. 145
Formal arrangements for struggling readers	p. 145
A quick checklist if a child seems to be struggling	p. 148
Assessment	p. 149
Meeting individual needs in and out of the classroom	p. 150
Parental involvement	p. 157
Conclusions	p. 158
Dyslexia and Reading	p. 159
Introduction	p. 159
Defining the condition	p. 159
Lines of enquiry into dyslexia	p. 161
A case history of David in Year 2	p. 166
A case history of Gary in Year 5	p. 170
Conclusion	p. 174
References	p. 175
Author index	p. 188
Subject index	p. 192
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