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Young Children Reading
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Young Children Reading
At home and at school


July 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.


 
Introduction
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  
 
Summary
 
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  
 
Summary
 
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  
 
Summary
 
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  
 
Summary
 
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
 
Summary
 
What Reading Means at Home and at School
 
Introduction
 
Developing Perceptions of Reading During the Nursery Year
 
Moving into Reception: Changes in the 'Third Space'
 
Parents: Confidence and Contention in the 'Third Space'
 
Summary
 
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
 
Summary
 
Conclusion
 
A Foundation Curriculum: Promoting Confidence in Reading
 
Assessment
 
Future Research
 
Conclusion

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


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