Listening to Stephen Read: Multiple Perspectives on Literacy

Listening to Stephen Read: Multiple Perspectives on Literacy

Listening to Stephen Read: Multiple Perspectives on Literacy

Listening to Stephen Read: Multiple Perspectives on Literacy


In this interesting, informative and accessible book Kathy Hall takes you on a journey of exploration and discovery and succeeds in challenging the reader's own stance on the teaching, not only of reading, but also of literacy as a whole. An excellent, thought-provoking book which empowers the reader to critically reassess their own practice and will have a positive effect in many classrooms British Journal of Educational Studies

• How do different reading experts interpret evidence about one child as a reader?

• What perspectives can be brought to bear on reading in the classroom?

• How can a rich notion of literacy be promoted in the regular primary classroom?

In this book Kathy Hall invites you to extend your perspective on reading by considering the responses of well known reading scholars (e.g. Barbara Comber, Henrietta Dombey, Laura Huxford and David Wray) to evidence of one child as a reader. Reading evidence from eight-year-old Stephen, who is 'under-achieving' in reading, together with the suggestions of various experts about how his teacher could support him provide a vehicle for discussing different perspectives on reading in the primary classroom. The various approaches to literacy analysed include psycho-linguistic, cognitive-psychological, socio-cultural and socio-political. The book aims to guide your choice of teaching strategies and to support your rationale for those choices. Acknowledging the complexity and the richness of the field of research on literacy, the book demonstrates the futility of searching for a single right method of literacy development. Rather we should search for multiple perspectives, guided by the diverse needs of learners.


What this book aims to do

Whether you are a literacy educator, a student teacher, a school adviser/ inspector, a teacher educator, a literacy researcher, or just interested in the reading process, this book invites you to develop your own perspective on reading. It seeks to help you acquire a deeper understanding of the reading process and especially the theoretical underpinnings of different approaches to fostering reading in the classroom. Written primarily for teachers, teacher educators, and student teachers, it aims to help you not only with the selection of teaching strategies for the development of reading but also with an understanding of the theoretical rationale for particular approaches. The book will bring together issues of practice, pedagogy and theory in such a way as to encourage you to apply your understanding to your own personal context and to consider your own and others’ practices, policies and theories with more discernment and insight.

It aims to support you in understanding the variety of possible teacher responses to classroom evidence about readers. It is intended to help people move away from a simplistic ‘either-or’ position with regard to reading practice and theory, to one that acknowledges that theories, teaching, and policies are not so conveniently labelled or pigeon-holed. It seeks to do this by moving from practice to theory rather than the other way round. It has two key features: first, the sense of being ‘at the chalk face’ – beginning with the reality of the concrete situation of a particular classroom, child and . . .

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