By Ann C Browne
`This is a transparent, jargon-free research of present nationwide curriculum and nationwide literacy process records, mixed with good and inventive feedback for imposing them.... the actions are resourceful, constant and real to the author's perfect of an entire and empowering severe literacy for all little ones' - Times Educational Supplement, Friday Magazine
A useful consultant to educating interpreting within the Early Years meets the wishes of scholar lecturers on undergraduate and postgraduate lecturers education classes. It addresses the English National Curriculum for instructor education as good as overlaying the curriculum specifications for little ones. it is going to even be suitable
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Extra info for A Practical Guide to Teaching Reading in the Early Years
Many children will have been introduced to reading before school through factual print found in the environment such as shop and street signs, print on the TV screen and reading alphabet, number and caption books which help children to label items that are familiar to them. All children need to be able to understand and use non-fiction texts and to be able to read computer screens, teletext and information on paper that is presented in a variety of formats ranging from TV listings to advertisements.
For example children may be familiar with help but not helping or helped but may be able to read these using their awareness of grammatically appropriate words. Written language is generally more complete than oral language and often uses particular grammatical and stylistic forms for dramatic effect, such as 'said he' or 'once upon a time'. Knowing that this is a feature of print is helpful when reading, as the reader can predict groups of words that follow expected grammatical patterns. It is im portant to draw children' s attention to these ways of using language that are particular to the written form as they often differ from chil dren's existing experience of oral language.
Research has shown that children under the age of 6 find it very difficult to segment words into all their constituent phonemes (Gos wami, 1994) and that learning and using sound symbol correspon dences to decode unfamiliar words are easier after children have had experience of reading texts and recognising whole words (Frith, 1980). Unless children understand that words contain sequences of separable sounds they cannot take the next step of matching the letters in words to individual phonemes.
A Practical Guide to Teaching Reading in the Early Years by Ann C Browne