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Young Children Reading

Young Children Reading
At home and at school

  • Rachael Levy - Institute of Education University College London, UK

June 2011 | 176 pages | SAGE Publications Ltd
Developing and supporting literacy is an absolute priority for all early years settings and primary schools, and something of a national concern. By presenting extensive research evidence, Rachael Levy shows how some of our tried and tested approaches to teaching reading may be counter-productive, and are causing some young children to lose confidence in their abilities as readers. Through challenging accepted definitions and perspectives on reading, this book encourages the reader to reflect critically on the current reading curriculum, and to consider ways in which their own practice can be developed to match the changing literacy landscape of the 21st century.

Placing the emphasis on the voices of the children themselves, the author looks at:

- what it feels like to be a reader in the digital age

- children's perceptions of reading

- home and school reading

- reading in multidimensional forms

- the future teaching of reading

Essential reading for all trainee and practising teachers, this critical examination of a vital topic will support all those who are interested in the way we can help future generations to become literate. This book will encourage researchers and practitioners alike to redefine their own views of literacy, and situate 'reading literacy' within the digital world in which young children now live.

Rachael Levy worked as a primary school teacher in both London and Cambridge before undertaking her doctoral studies at the University of Cambridge. She is Lecturer in Early Years Education, at the University of Sheffield.

Structure of the book

Overview of the book

Becoming a Reader in a Digital Age
Definitions of Reading
The Cognitive-Psychological Perspective

The Psycho-Linguistic Perspective

The Sociopolitical Perspective

The Sociocultural Perspective

The Study
Ethical Considerations

The Research Methods: Designing the Tools

The Role of the Researcher

Data Collection

Teacher and Parent Interviews

Developing the Case Studies

Children's Perceptions of Reading: Defining 'Reading' in the Nursery
The Nursery Cohort
Perceptions of Being 'a Reader' in Nursery

Perceptions of Being a 'Non-Reader' in Nursery

David's Story: Integrated Perceptions of Reading

Children's Perceptions of Reading: Defining 'Reading' in Reception
The Reception Cohort
Perceptions of Being 'a Reader' in Reception

Perceptions of Being a 'Non-Reader' in Reception

Reading Words, Reading Pictures, Reading Whole Texts
David's Story: Schooled Reading - Devoid of Meaning

Perceived Uses and Affordances of Book Texts
The Affordance and Uses of Books
Reading Scheme Texts: Proficiency Grading and Becoming 'a Reader'
Reading Schemes: Discouraging Reading

Reading in Multidimensional Forms
Digital Literacy
Using Computers at Home and at School
Reading Computer Texts

Responding to Print on Screen
Reading Print on Paper and Screen
Reading Print in Multidimensional Forms
What Reading Means at Home and at School
Developing Perceptions of Reading During the Nursery Year
Moving into Reception: Changes in the 'Third Space'
Parents: Confidence and Contention in the 'Third Space'
From Research to Practice
Perceptions of Reading
Role of Play
The Teacher-Pupil Relationship
Print-Reading and the Use of Reading Scheme Texts
Digital Texts and New Technologies
A Foundation Curriculum: Promoting Confidence in Reading
Future Research

Essential for all early childhood and QTS students to gain a balanced view of early reading and hear a real alternative to SSP. An amazing author and a must read for the sector

Mrs Chelle Davison
Education , Leeds Metropolitan University
April 29, 2014

The research basis of this book enables theoretical perspectives and practical recommendations to be related to stories of children's experiences of texts. The use of short real-life narratives brings perspectives on literacy to life and establishes their relevance.

Dr Alastair Daniel
Department of Education, London Metropolitan Uni (City Campus)
January 3, 2012

For me this is an essential text in order to understand the wealth that pupils bring into EY and Primary education. Too many children are turned off reading by poorly informed teaching. I applaud Levy for her work.

Ms Ingrid Spencer
School of Education, University of Leicester
October 27, 2011

Sample Materials & Chapters

Chapter 1

Rachael Levy

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ISBN: 9780857029911
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