Request Inspection Copy

If you are an Academic or Teacher and wish to consider this book as a prescribed textbook for your course, you may be eligible for a complimentary inspection copy. Please complete this form, including information about your position, campus and course, before adding to cart.

* Required Fields

To complete your Inspection Copy Request you will need to click the Checkout button in the right margin and complete the checkout formalities. You can include Inspection Copies and purchased items in the same shopping cart, see our Inspection Copy terms for further information.

Any Questions? Please email our text Support Team on text@footprint.com.au

Submit

Email this to a friend

* ALL required Fields

Order Inspection Copy

An inspection copy has been added to your shopping cart

Teaching Early Reading and Phonics: Creative Approaches to Early Literacy 2ed

by Kathy Goouch and Andrew Lambirth SAGE Publications Ltd
Pub Date:
11/2016
ISBN:
9781473918894
Format:
Hbk 152 pages
Price:
AU$169.00 NZ$173.91
Product Status: Available in Approx 14 days
add to your cart
Available as eBook
AU$50.95 | NZ$57.39

Other Available Formats:

Now updated with coverage on babies and early reading, language acquisition and how children learn, this new edition continues to provide trainees and teachers with a broad understanding of teaching reading and phonics.

Chapter 1: Introduction: Sensible Approaches to Teaching and Reading
Chapter 2: Beginning with Babies
Chapter3: Critical contexts
Chapter 4: The role of the teacher
Chapter 5: Knowledge for reading
Chapter 6: Environments for reading
Chapter 7: Resources for reading
Chapter 7: Resources for reading Chapter 8: Reading routines
Chapter 9: Talk, reading and writing
Chapter 10: Assessment of reading
Chapter 11: Conclusions: Principles and Practice

I think these authors have done a splendid job and have managed to produce a book that speaks persuasively, directly and clearly to fellow researchers/academics and teachers. It is a fabulous up-to-date critical analysis of current literature on which excellent ideas for practice and policy are grounded. Personally, I think the emphasis these authors place on the learning and care of the very youngest children is particularly fresh – not enough analysis or conceptualising is happening in this area and these authors, especially Kathy Goouch, have been pioneering in this regard. This book will therefore encourage that line of inquiry and support developments in practice. I also think it will be an invaluable resource for fellow researchers, doctoral students and those tasked with shaping policy on literacy, especially in England where new thinking is overdue in the policy field. I hope it proves to be required reading for diverse groups: academics (especially those in childhood studies and teacher education) practitioners and policy makers. I will certainly be recommending it to my colleagues and students.