This book focuses on a critical period for pupils between the ages of nine and thirteen when the demands made on children's literacy change fundamentally, and when children establish life-time patterns of reading and non-reading. It provides a framework for teachers and managers to help set up a whole-school approach to literacy, based on a series of steps which enable managers to find out how literacy is perceived by teachers and effectively used within classroom contexts. Practical guidance on how schools can help pupils who have literacy difficulties, on methods of assessment and reporting, and on how outside agencies can be involved will be particularly helpful to teachers and heads of department.signals of the spoken word and is not driven by top-down processing (Tyler and Marslen- Wilson, 1982). ... priorities by claiming that good readers, in parallel with spoken language users, are more driven by context, rather than by code. ... This research has provided a sizeable body of evidence on the developmental stages associated with word recognition and production, summarized, for example, anbsp;...
|Title||:||Managing the Literacy Curriculum|
|Author||:||Michael Beveridge, Malcolm Reed, Alec Webster|
|Publisher||:||Routledge - 2005-08-03|