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Progression in Primary English

by Linda Saunders SAGE Publications Ltd
Pub Date:
Hbk 272 pages
AU$167.00 NZ$173.04
Product Status: Available in Approx 14 days
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In order to have a strong understanding of primary English, teachers need to understand how children learn reading, writing and language, and how these develop throughout childhood. Covering the interconnected areas of speaking, listening, reading and writing, and aware of the new National Curriculum in England, this book gives beginning teachers clear pragmatic guidance on how to plan, deliver and assess high-quality teaching. Key features: Recurring case studies in each chapter provide realistic examples of children and rsquo;s literacy development across the primary age phaseResearch focus boxes explore contemporary research findings and what they mean for the classroomActivities and classroom application sectionsgive practical advice that can be used in teaching.This is essential reading for all students studying primary English on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, PGDE, School Direct, SCITT), and also NQTs.

What do we mean by progression in primary English?
Speaking and listening
English as an additional language
Progression in reading acquisition
Reading comprehension
Reading engagement
Writing composition
Spelling and handwriting
Looking forward

Written to inform classroom practice, this book explores research and theory in a practical fashion, making it a useful guide for all teachers of English.It explores pedagogies in a meaningful manner with clear, thought- provoking activities designed to engage and challenge the reader. Suzanne Horton
Linda Saunders is a senior lecturer in primary English at St Maryas University Strawberry Hill, Twickenham. Here, she works on the primary PGCE and MA programmes. Prior to university work, Linda taught extensively in English primary and special schools as a class teacher, English and a special educational needs coordinator and an advisory teacher for special educational needs. Following on from her doctoral thesis examining reading aliteracy she has continued to research reading motivation.