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Literacy Teaching in The Primary Years
- that, when based on close observation, regular one-to-one interactions between teacher and child, even of less than a minute, can be highly productive in helping children learn to write in the early stages (Geekie et al. 1999).
- that powerful reading lessons can only be taught through powerful texts (Meek 1988);
- the importance of social learning in large and small groups (King and Robinson 1995);
- that boys tend to underperform, but that this can be remedied by good whole school policies and practices involving assessment and target-setting, a lively culture of literacy and effective intervention for lower achievers, as well as specific practices aimed to stimulate and support boys (Bynner and Steedman 1995, Frater 2000, Moss 2000);
- that effective teachers of literacy have developed a coherent philosophy towards it, involving substantial attention to meaning (Poulson et al. 1997; Medwell et al. 1998) and demonstrate ‘that language and literacy are interesting, pleasurable and purposeful’ (Frater 2000b);
- that “engaging and effective beginning literacy instruction is an intense balancing of skills instruction and holistic literacy experiences, in a well-managed, motivating classroom setting” (Pressley 2003 p.14).
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