Read It To Me Now!

2. Auflage 1997
ISBN: 978-0-335-23233-8
Verlag: Open University Press

Buch, Englisch

- What do young children from different cultural backgrounds learn about reading and writing before they come to school? - How can schools work with parents to incorporate children's pre-school literacy learning into policies for the development of literacy? - What strategies can early years' teachers use to support young children's understanding of the reading process?Read It To Me Now! charts the emergent literacy learning of five four-year old children from different cultural backgrounds in their crucial move from home to school, and demonstrates how children's early understanding of reading and writing is learnt socially and culturally within their family and community. Drawing the children's stories together, Hilary Minns discusses the role of the school in recognizing and developing children's literacy learning, including that of emergent bilingual learners, and in developing genuine home-school links with families. This edition of Read It To Me Now! makes reference to current texts that take knowledge and ideas of children's literacy learning further, and includes discussion of the literacy requirements of the National Curriculum.

Autoren/Hrsg.

Minns, Hilary

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

Introduction
Part one: Five children
Gurdeep
Gemma
Anthony
Geeta
Reid
Part two: Further considerations
Learning to read
The role of story in young children's lives
a child's sense of story
Reading partnerships
Pathways to reading
Bibliography
Index.

Über Autor(innen)

Dr Hilary Minns is a lecturer in the Institute of Education, University of Warwick. She was formerly head teacher of a primary school in Coventry and for several years she edited English in Education, the journal of the National Association for the Teaching of English. She is the author of two other books: Language, Literacy and Gender and Primary Language: Extending the Curriculum with Computers, and has contributed chapters for various publications. She has recently completed a study of the childhood experiences of nineteenth-century Irish children in Derby.