Understanding Phonics and the Teaching of Reading: A Critical Perspective
Acknowledgements
Introduction
What is early childhood for?
Parents’ voices: A conversation with parents of pre school children
Understanding educational discourse: Attending to multiple voices
The limits of science in the phonics debate
Teachers voices
To codify pedagogy or enrich learning? A Wengerian perspective on early literacy policy in England
Social class and the struggle to learn to read: Using Bernstein to understand the politics of the teaching of reading
Learning to read across languages: The role of phonics and synthetic phonics
Inquiry into meaning: A conversation
Revisiting reading for pleasure: Delight, desire and diversity
Early Years
Debates about the teaching of reading and particularly which phonics method teachers should use have been simmering for many years. This groundbreaking book offers critical perspectives on the teaching of reading and phonics, openly challenging contemporary policy in both England and the US.
As well as providing refreshing insights into how children encounter texts in the increasingly complex world of literacy, the book celebrates the complexity, pleasure and passion that are the foundations of becoming a successful reader. Each chapter explores in-depth the processes involved as children engage in reading, from their interactions with texts in the very earliest stages through to the primary phase. Drawing on both research and theory, the book also shows how some contemporary understandings of reading are based on over simplistic and rationalised ideas about the reading process.
A unique feature of this book is that it combines academic perspectives with the insights of parents and practitioners. The participation of those most closely involved with children complements the lively debate and contributions from researchers, providing a rich and inclusive range of ideas.
Understanding Phonics and the Teaching of Reading is a stimulating read for educational studies students, students of teaching and learning, policy makers, educational researchers and teachers.