Originally published in 1995. This book reviews the current situation concerning the teaching of 'English' in schools, examining particularly the notion of 'literacy'. The authors offer practical suggestions to primary and secondary teachers, proposing ways in which the teaching of children's literature (and that of adolescence and youth) may be addressed across Key Stages and at A-level. They relate theory to practise, and offer a critique of government proposals.
Originally published in 1995. This book reviews the current situation concerning the teaching of 'English' in schools, examining particularly the n...
Originally published in 1980. This practical guide to the teaching of writing is set in the context of the functional use of language for communication. It examines what communicating in writing involves and gives detailed procedures for teaching different types of writing from beginner to advanced level, together with illustrated suggestions for visual aids. This provides up-to-date ideas and advice for teachers and trainee teachers of English as a Foreign Language.
Originally published in 1980. This practical guide to the teaching of writing is set in the context of the functional use of language for communicatio...
Originally published in 1982. This book is concerned with the new kinds of demands on our reading ability made by the work we undertake for A-level, or in college, or at university, or indeed at work. It is not a speed reading book, or a reading skills book. Anyone with a lot of reading to get through may not want to read all of it quickly. Some things can be skimmed through; others take a lot of reading. This book helps readers discriminate and gives techniques to assume responsibility for their own reading.
The book takes the form of a reading workbook, and consists of a number...
Originally published in 1982. This book is concerned with the new kinds of demands on our reading ability made by the work we undertake for A-level, o...
Originally published in 1996. During the author's decade of critical ethnography in Carpinteria, California, she has illuminated the intricate relationships between Latino families as together they build a sociopolitical community to bridge family and school alliances. How they extend their learning from the social networks to the family arena and to the personal, and in reverse, represents their protean responses to the diversity and adversity in their lives. This life-story captures the collective and individual texts of the Latino children, their parents and educators used to empower...
Originally published in 1996. During the author's decade of critical ethnography in Carpinteria, California, she has illuminated the intricate rela...
Originally published in 1986. The traditional approach to teaching writing concentrates on mastering the different aspects of writing in the hope that these will eventually unite as a set of integrated skills. More 'progressive' teachers emphasise that writing is a total process which is 'caught' intuitively rather than explicitly taught. Both models are partially unsatisfactory, and consequently a third approach has evolved which seeks to combine the best of both. This book considers this 'systematic' approach, which seeks to retain the emphasis on writing as a total process but...
Originally published in 1986. The traditional approach to teaching writing concentrates on mastering the different aspects of writing in the hope t...
Parental involvement in children's education is a subject of growing interest and recent legislation in both the UK and USA has given formal recognition of parents’ rights. Learning to read is an obvious area where parents can do a great deal to help, and some schools have had programmes for parental involvement in reading for some time. However recent research has shown the considerable benefit in having carefully structured systems for parental involvement.
This book presents a review of past and current good practice in this field. Details of a wide range of schemes developed...
Parental involvement in children's education is a subject of growing interest and recent legislation in both the UK and USA has given formal recogn...
Originally published in 1982. This book charts the reading progress of ten children through their first three years at school, concentrating particularly on their problems and the ways they coped with them. The author uses these case studies to analyse the children's understanding, experience of behaviour associated with literacy, and developing knowledge of spelling in the early stages of learning to read. Her analysis of the children's difficulties and successes, against the background of their home experience, classroom activities and teachers' methods, calls in question any simplistic...
Originally published in 1982. This book charts the reading progress of ten children through their first three years at school, concentrating particula...
Originally published in 1986. This is an excellent resourcebook for the holistic teaching of language and the arts. The book works its way through theories of language acquisition and literacy before specifically discussing the role of the arts in literacy education and the integration approach. Each chapter has an extensive annotated bibliography detailing the resources available. The final listing includes both resources for teachers but also the children. Bridging the gap between theory and practice, this sociopsycholinguistic account will be of great use to anyone seeking a better...
Originally published in 1986. This is an excellent resourcebook for the holistic teaching of language and the arts. The book works its way through ...
Originally published in 1976. This book is about the teaching of reading and writing in infant schools around Britain for all parents and teachers. It outlines some schemes, approaches, methods and developments but focuses on the pragmatic application. The acquisition and growth of literacy must be seen in the context of the child's total language development, and this book devotes some space to the before-school experience and how parents can help their children.
Originally published in 1976. This book is about the teaching of reading and writing in infant schools around Britain for all parents and teachers....
Originally published in 1980. The skills of reading and writing have been proclaimed as universal human rights. This book explores why this should be so. In particular, it examines whether or not the possession of reading or writing skills has, or has not, influenced the values and organisation of society. Viewing literacy as a technology, the author maintains that like all technologies, it is created by man for limited purposes. Nevertheless, given the right conditions, it can be used by man to change not only other technologies, but also himself and (in the end) all of his society. But like...
Originally published in 1980. The skills of reading and writing have been proclaimed as universal human rights. This book explores why this should be ...
