Interdisciplinary Perspectives on Learning to Read Culture Cognition and Pedagogy Routledge Psychology in Education 1st Edition by Kathy Hall, Usha Goswami, Colin Harrison, Sue Ellis, Janet Soler ISBN 0415561248 9780415561235

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ISBN 10: 0415561248 
ISBN 13: 9780415561235
Author: Kathy Hall, Usha Goswami, Colin Harrison, Sue Ellis, Janet Soler

Interdisciplinary Perspectives on Learning to Read Culture Cognition and Pedagogy Routledge Psychology in Education 1st Table of contents:

Chapter 1 Significant lines of research in reading pedagogy
Introduction
Background and rationale
Pedagogic contribution of the psycholinguistic line of enquiry
Pedagogic contribution of the cognitive line of enquiry
Pedagogic contribution of the cultural line of enquiry
Conclusion and plan of the volume
References
Part I Families, communities and schools
Chapter 2 The ghosts of reading past, present and future
Introduction
Reading on screen in homes and communities: the ghost of reading present
Material culture analysis
Reading in schools: the ghost of reading past
Conclusion: the ghost of reading future
References
Chapter 3 Reading places
Introduction
A critical approach to early reading pedagogy
Researching literacy from a critical semiotic perspective
Conclusion
Note
References
Chapter 4 Young bilingual learners
Introduction
The nursery setting
Samia’s nursery: Visible learning
A socio-cultural perspective
The child mediating their own learning
Scaffolding
Guided participation
Samia at home: invisible learning
Samia and Sadaqat play school
Nursery rhymes
Nursery rhymes transcript during the first term
Concluding thoughts
References
Part II Comprehension
Chapter 5 Comprehension as a social act
Literacy and social practice
The cognitive approach
Why the cognitive approach is of limited use to teachers
How else might comprehension be conceptualised?
1. Comprehension as a dynamic process
2. Habits of mind as social practice
What might this socially constructed approach to comprehension look like in the classroom?
The texts
The children
The role of the teacher
The place of interaction
Conclusion
References
Chapter 6 Reading for meaning
What is comprehension?
Local and global coherence in text comprehension
How does a reader represent the meaning of a text?
The relation between word reading, reading comprehension, and listening comprehension
Children with reading comprehension difficulties
Which skills drive the development of reading comprehension?
Implications for teaching and assessment
References
Chapter 7 New literacies in the elementary classroom
Introduction
Updating models of reading comprehension: social semiotics and visual-texts
Traditional heuristic for reading comprehension
Social semiotics and sociocultural theories
Mode
Multimodal
Visual-text
Heuristic of reading comprehension updated
Visual-texts: Relationships between images and print in books for children
Words express meaning through typesetting: The text
Interactive narration: The reader
Images expand meaning: the activity
Multiple perspectives: the sociocultural context
Reader/writer/teacher/designer: classroom contexts and a multidynamic pedagogy
References
Part III Beginning to read print
Chapter 8 Phonology, reading and reading difficulties
Introduction
Early word learning by babies
The development of phonological awareness
Letters and phonemes
Auditory processing and phonological awareness
Reading development and reading difficulties
Conclusion
References
Chapter 9 English is a difficult writing system for children to learn
Introduction
The English writing system
The syllabic structure of English
Other reasons for slow development of written word recognition skills in English
Research study of learning to read in Wales
Reading regular and irregular words
Pedagogy
Acknowledgements
References
Chapter 10 Contextualised phonics teaching
Effective phonics teaching
The policy perspective
Conclusions
References
Part IV Challenging research, policies and pedagogies
Chapter 11 What it takes in early schooling to have adolescents who are skilled and eager readers and writers
Introduction
A vision of literacy achievement
The relation of literacy skill learning to achieving the vision
Where we are now: the early literacy instruction model we have
The simple view of literacy development and the resulting skills gap
The short-term view of literacy learning and the resulting knowledge gap
Where we need to be
For preschool and kindergarten
Principles
Instructional literacy practices
For kindergarten–grade 2
Principles
Instructional literacy practices
Conclusion
References
Chapter 12 Classroom interaction and reading pedagogy in the early years of school
Introduction
What is interactive teaching and where has it come from?
Different types of interaction in literacy lessons
Interactive teaching and the introduction of England’s National Literacy Strategy
Types of interaction found in literacy lessons in England’s classrooms
Reading as an interactive enterprise
Identifying the key features of Recitation and Discussion
Dialogical teaching in the literacy education of young children
References
Chapter 13 Dyslexia lessons
Introduction
Defining dyslexia: reconstructing professional discourse/practice
Dyslexia discourse/practice: challenges, contestations and new discursive spaces
Conclusion
References
Chapter 14 The use of evidence in language and literacy teaching
The problem of evidence-based education
Problem 1: compliance
Problem 2: the context of implementation
Problem 3: ‘horses for courses’
The evidence promoting programme adaptation
Understanding how teachers use evidence
National policies and evidence-based education
Conclusion
References
Chapter 15 Why do policy-makers find the ‘simple view of reading’ so attractive, and why do I find it so morally repugnant?
Introduction: the Simple View and the ‘elevator pitch’
Four questions about the Simple View
The Simple View of Reading: a polarising force in the reading field
Conclusions
References
Chapter 16 Policy and pedagogy
Introduction
Literacy and pedagogy in context
Attending to classroom practice: the social organisation of reading in school
Navigating the tensions between proficiency and choice prior to the introduction of the NLS
Navigating the tensions in the literacy curriculum after the introduction of the NLS
Making the transition from supported to independent readers
References
Part V Teacher education
Chapter 17 The practical and political dimensions of teacher knowledge
Background
The analogy
The anecdotes
The argument
The Learning to Teach through Practice Cycle
Visioning
Experiencing
Reflecting
Interacting
Teaching (or scaffolding)
Action

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