Reading in the Early Years Handbook

Reading in the Early Years Handbook

Reading in the Early Years Handbook

Reading in the Early Years Handbook

Synopsis

Reviews for the 1st Edition include:

"Professor Campbell draws on his vast experience in this field to bring us a highly readable and wide-ranging handbook which will prove invaluable to all practitioners." - BAECE Early Education

"...the handbook will provide an accessible and informative source of reference." - Child Education

"Reading in the Early Years Handbook represents an admirable attempt to take a very complex set of issues and present them in a form which is accessible and uncomplicated, but without the loss of any rigour or accuracy. Students and teachers alike will find this volume to be invaluable as an initial reference book." - Language Awareness

Reading in the Early Years Handbook is a reference text covering all aspects of young children learning to read. In this second edition recent developments such as the literacy hour and baseline assessments are included. The text covers a comprehensive list of topics from the alphabet to nursery rhymes, shared reading and your classroom. The text also deals with practical issues such as classroom organization and management and time for literacy. In all sixty-five topics are presented alphabetically and each of these topics is followed by suggestions for further reading. Additionally, several topics have 'In the classroom' sections where examples from the classroom are used to highlight the practical issues. Following the success of the first edition the comprehensive materials are again presented in a handbook format to enable easy access for readers.

Excerpt

There are many books on the teaching of reading and very often they are contentious because there are protagonists who would wish to argue for a particular method or the benefits of a new set of materials. Most recently, but in many ways reflecting the issues of the last 100 years or so, there have been debates about phonics teaching and alternative initial approaches to early reading. Such issues are not neglected in this handbook. Although the book attempts to be much wider in scope and deals with many aspects of the teaching and learning of reading and writing with young children, I do not avoid taking a stance on issues. The reader will find that research and references are provided as an aid to understanding contemporary issues in the teaching of reading.

How can the information be presented? Usually, books on the teaching of reading follow one of three formats. First, some books deal in considerable depth with a very specific aspect of reading. For instance, Alison Littlefair’s (1991) book on Reading All Types of Writing deals very specificall with issues of genre and register and the implications for reading and writing across the curriculum. Second, some texts are somewhat broader in their scope and deal, perhaps, with an approach to the teaching of reading. My own book on Reading Real Books (Campbell 1992) provides us with an example, where an approach to early reading teaching is addressed. Third, there are also texts that try, more comprehensively, to provide an introduction to a wide range of ideas, topics and approaches to the teaching of reading. Marian Whitehead’s (1999) Supporting Language and Literacy Development in the Early Years is an example of such texts, which typically have a broad title. Barratt-Pugh and Rohl’s (2000) Literacy Learning in the Early Years covers nine specific . . .

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