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Literacy Teaching and Education
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Literacy Teaching and Education

Four Volume Set
Edited by:
  • Dominic Wyse - UCL Institute of Education, University College London, UK


October 2011 | 1 536 pages | SAGE Publications Ltd
Literacy is essential to life-long learning, it is essential if people are to have full access to society, and it is essential to learning in formal education. The past 20 years has seen many significant developments in scholarship. The messages from this research need to be shared and put into practice.

Dominic Wyse, a leading scholar in literacy, curriculum and pedagogy, has distilled the significant body of knowledge in this vital area of research, policy and practice into a four-volume collection. A feature that unifies this major work is the idea of contextualized teaching shown by research to be most effective.

Volume One addresses the foundations of literacy, particularly the place of language and its links with literacy.

Volume Two focuses on the teaching of reading. It includes reflection on the vital importance of texts and textbooks, for example by drawing on children's literature research. It also focuses on reading at word-level including the teaching of the alphabetic code.

Volume Three concentrates on effective teaching of writing, particularly essential features of the process of writing, including IT and multimedia.

Volume Four interrogates international and global thinking in relation to educational policy for language, literacy, curriculum and pedagogy. It is through effective policy that research on the most effective teaching methods can powerfully influence practice.

 
VOLUME ONE: THE FOUNDATIONS OF LANGUAGE AND LITERACY
David Olson
Oral Discourse in a World of Literacy
David Carr
Curriculum and the Value of Knowledge
Harry Daniels
The 'Social' in Post-Vygotskian Theory
Maria Nikolajeva
Children's Literature Studies and Literary Theory Today
Theory, Post-Theory and Aetonormative Theory  
The New London Group
A Pedagogy of Multiliteracies
Designing Social Futures  
Brian Street
What's 'New' in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice
Teresa Amabile
Within You, Without You
The Social Psychology of Creativity and beyond  
Shirley Brice Heath
Learning Language and Strategic Thinking through the Arts
James Cummins
Linguistic Interdependence and the Educational Development of Bilingual Children
Ioulia Kovelman, Stephanie Baker and Laura-Ann Petitto
Bilingual and Monolingual Brains Compared
A Functional Magnetic Resonance Imaging Investigation of Syntactic Processing and a Possible 'Neural Signature' of Bilingualism  
David Crystal
English
Which Way Now?  
Michael Halliday
Written Language, Standard Language, Global Language
W Labov
The Logic of Non-Standard English
Kingsley Bolton
Chinese Englishes
From Canton Jargon to Global English  
Leslie Reese et al
Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students
Neil Mercer
The Seeds of Time
Why Classroom Dialogue Needs a Temporal Analysis  
 
VOLUME TWO: READING
Louise Rosenblatt
Viewpoints: Transaction versus Interaction
A Terminological Rescue Operation  
Allan Wigfield and John Guthrie
Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading
Phillip Gough and William Tunmer
Decoding, Reading and Reading Disability
Keith Stanovich
Matthew Effects in Reading
Some Consequences of Individual Differences in the Acquisition of Literacy  
Adriana Bus, Marinus van Ijzendoorn and Anthony Pellegrini
Joint Book Reading Makes for Success in Learning to Read
A Meta-Analysis on Intergenerational Transmission of Literacy  
Johannes Ziegler and Usha Goswami
Reading Acquisition, Developmental Dyslexia and Skilled Reading across Languages
A Psycholinguistic Grain Size Theory  
Karin Dahl et al
Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms
Kenneth Goodman
Analysis of Oral Reading Miscues
Applied Psycholinguistics  
Mary Juzwik et al
Oral Narrative Genres as Dialogic Resources for Classroom Literature Study
A Contextualized Case Study of Conversational Narrative Discussion  
Carol McDonald Connor et al
Individualizing Student Instruction Precisely
Effects of Child x Instruction Interactions on First Graders' Literacy Development  
Dolores Durkin
A Six-Year Study of Children Who Learned to Read in School at the Age of Four
Marie Clay
Reading Errors and Self-Correction Behaviour
Jerome D'Agostino and Judith Murphy
A Meta-Analysis of Reading Recovery in United States Schools
 
VOLUME THREE: WRITING
Linda Flower and John Hayes
A Cognitive Process Theory of Writing
John Hayes
New Directions in Writing Theory
Janet Bloodgood
What's in a Name? Children's Name Writing and Literacy Acquisition
Hui-Chin Yang and Andrea Noel
The Developmental Characteristics of Four and Five-Year-Old Pre-Schoolers' Drawing
An Analysis of Scribbles, Placement Patterns, Emergent Writing and Name Writing in Archived Spontaneous Drawing Samples  
Victoria Purcell-Gates
Stories, Coupons and the 'TV Guide'
Relationships between Home Literacy Experiences and Emergent Literacy Knowledge  
Jackie Marsh
One-Way Traffic? Connections between Literacy Practices at Home and in the Nursery
Debra Myhill
Children's Patterns of Composition and Their Reflections on Their Composing Processes
Donald Graves
An Examination of the Writing Processes of Seven-Year Old Children
Dominic Wyse
Grammar
For Writing? A Critical Review of Empirical Evidence  
Dominic Wyse
Pupils' Word Choices and the Teaching of Grammar
Richard Andrews et al
Teaching Argumentative Non-Fiction Writing to Seven-14-Year Olds
A Systematic Review of the Evidence of Successful Practice  
Stuart Yeh
Empowering Education
Teaching Argumentative Writing to Cultural Minority Middle-School Students  
Karen Harris, Steve Graham and Linda Mason
Improving the Writing, Knowledge and Motivation of Struggling Young Writers
Effects of Self-Regulated Strategy Development with and without Peer Support  
Donna Alvermann
Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research?
J Richard Gentry
An Analysis of Developmental Spelling in 'GNYS AT WRK'
Rebecca Treiman et al
Which Children Benefit from Letter Names in Learning Letter Sounds?
 
VOLUME FOUR: TEACHING ENGLISH: IMPLICATIONS FOR POLICY
James Paul Gee
The Future of the Social Turn
Social Minds and the New Capitalism  
Stephen Ball
Policy Sociology and Critical Social Research
A Personal Review of Recent Education Policy and Policy Research  
Mary Hilton
Measuring Standards in Primary English
Issues of Validity and Accountability with Respect to PIRLS and National Curriculum Test Scores  
Chris Whetton, Liz Twist and Marian Sainsbury
Measuring Standards in Primary English
The Validity of PIRLS - A Response to Mary Hilton  
Martial Dembélé and Pulane Lefoka
Pedagogical Renewal for Quality Universal Primary Education
Overview of Trends in Sub-Saharan Africa  
Guandwei Hu
Contextual Influences on Instructional Practices
A Chinese Case for an Ecological Approach to ELT  
Mark Baildon and Jasmine Sim
Notions of Criticality
Singaporean Teachers' Perspectives of Critical Thinking in Social Studies  
Ryuko Kubota and Sandra McKay
Globalization and Language Learning in Rural Japan
The Role of English in the Local Linguistic Ecology  
Gerald Grace
Welfare Labourism versus the New Right
The Struggle in New Zealand's Education Policy  
James Hoffman
The De-Democratization of Schools and Literacy in America
Gregory Camilli, Sadako Vargas and Michele Yurecko
Teaching Children to Read
The Fragile Link between Science and Federal Education Policy  
Jim Cummins
Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students with Scientifically Based Reading Instruction
Michael Pressley, Steve Graham and Karen Harris
The State of Educational Intervention Research as Viewed through the Lens of Literacy Intervention
Adam Lefstein
Changing Classroom Practice through the English National Literacy Strategy
A Micro-Interactional Perspective  
Gemma Moss
The Politics of Literacy in the Context of Large-Scale Education Reform
Dominic Wyse and Usha Goswami
Synthetic Phonics and the Teaching of Reading

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Dominic Wyse

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has... More About Author

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ISBN: 9780857025074
£645.00