Early literacy education in Arabic

2017 ◽  
pp. 185-199 ◽  
Author(s):  
Elinor Saiegh-Haddad ◽  
John Everatt
Keyword(s):  
Early Literacy ◽  
Literacy Education

scholarly journals Biomedical Approaches to Literacy: Two Curriculum Teachers Challenge the Treatment of Dis/Ability in Contemporary Early Literacy Education

1944 ◽  
Vol 7 (2) ◽  
Author(s):  
Rachel Heydon ◽  
Luigi Iannacci
Keyword(s):  
Public School ◽  
Young Children ◽  
Early Literacy ◽  
Literacy Education ◽  
The State ◽  
Early Years ◽  
Curriculum Studies ◽  
Critical Examination ◽  
Early School ◽  
School Curricula

This paper is a critical examination of the state of Canadian literacy education and research and its effects on young children. Its purpose is to appraise the ways in which disability is currently being produced and practiced in early school curricula and to argue for a theoretically rich curricula which begins from children’s strengths. To accomplish these goals, this paper commences with a brief appraisal of curriculum studies’ lack of attention to issues of dis/ability, considers major movements in literacy curricula, then contends that an innovation in literacy curricula the authors term, “the biomedical approach”, is pathologizing entire school populations and inflicting upon them reductionistic literacy curricula. This paper illustrates the biomedical approach through a narrative of a public school and the experiences of its early years staff and students.

scholarly journals The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching

2014 ◽  
Vol 16 (1) ◽  
pp. 71 ◽  
Author(s):  
Monica McGlynn-Stewart
Keyword(s):  
Beginning Teachers ◽  
Early Literacy ◽  
Professional Practice ◽  
Role Models ◽  
Research Study ◽  
Teaching Practice ◽  
Literacy Education ◽  
Literacy Teachers ◽  
Literacy Experiences ◽  
Qualitative Research Study

This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants' early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants all reported modeling their teaching after one or two specific teachers from their own childhoods. Using these role models as guides, the participants focused on teaching students whose needs were similar to their own needs as students. Implications for preservice and inservice teacher education are discussed.

Language’s vanishing act in early literacy education

2020 ◽  
Vol 101 (5) ◽  
pp. 19-24 ◽  
Author(s):  
George G. Hruby
Keyword(s):  
Language Development ◽  
Early Literacy ◽  
Literacy Education ◽  
Written Language ◽  
Reading Assessments ◽  
Language Abilities ◽  
Decoding Skills ◽  
Children's Literacy ◽  
Poor Outcomes ◽  
Decoding Instruction

Current conversations about children’s literacy have focused on the need for more phonics and decoding instruction and have sidelined the importance of children’s language development, argues George Hruby. Language development involves more than the ability to decode written language. The ability to understand the meaning of those words is also important, and poor outcomes on reading assessments are not necessarily evidence of poor decoding skills. Hruby posits that comprehension follows a recursive trajectory that he calls ELIK in which students’ linguistic environment affects their language abilities which affects their intellectual growth, which affects their knowledge. Against this backdrop, a lack of attention to linguistic environment is an issue of equity, with children who grow up in less literacy-rich environments coming into school at a disadvantage.

Re-evaluating the Significance of Phonemic Awareness and Phonics in Literacy Teaching: The Shared Role of School Counsellors and Teachers

2008 ◽  
Vol 18 (2) ◽  
pp. 89-105 ◽  
Author(s):  
Julie Wilson ◽  
Susan Colmar
Keyword(s):  
Early Literacy ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Theoretical Models ◽  
Balanced Literacy ◽  
Literacy Education ◽  
Literacy Programs ◽  
Reading Processes ◽  
School Counsellors

AbstractThis article examines recent research and developments relating to the role of phonemic awareness and phonics in early literacy education and the relevance of these findings for school counsellors and teachers. It defines and reviews the role of phonemic awareness and phonics in theoretical models of reading processes, including whole-language, code-based and balanced literacy programs, to determine the varying degrees of significance attributed to these components in early reading instruction. It critically reviews recent national and international government research, reports and recommendations to examine how phonemic awareness and phonics are conceptualised and translated into educational policy. In doing so, the article highlights the need for establishing a comprehensive and explicit theoretical and practical framework for the teaching of phonemic awareness and phonics, and a thorough analysis of the range of traditional and contemporary methods of teaching phonemic awareness and phonics in the classroom. The importance of school counsellors having a greater understanding of research about contemporary best practices in literacy education, and a key role, in partnership with teachers, in ensuring such knowledge is put into practice, is emphasised.

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