scholarly journals Learning from the best: reading literacy development practices at a high-performing primary school

Per Linguam ◽  
2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Lisa Zimmerman
Keyword(s):  
Primary School ◽  
Literacy Development ◽  
Reading Literacy ◽  
High Performing

scholarly journals 13,000 Students of Ohio Tell Their Story

2021 ◽  
pp. 94-108
Author(s):  
Ross J. Todd ◽  
Carol C. Kuhlthau ◽  
Ann E Tepe
Keyword(s):  
Literacy Development ◽  
Reading Literacy ◽  
School Librarians ◽  
Research Project ◽  
Large Research

This paper reports on some of the findings of a large research project undertaken in 2002-2003 in Ohio, USA. The findings of this study are numerous, and this paper specifically focuses on some of the 10,316 stories told by 13,123 students in relation to reading. The findings present a multi-faceted picture of the school library's role in the fostering of reading literacy. The study raises some significant challenges for all school librarians, and provides an invitation to reflect on, critique and re-engineer services to ensure the library's role in reading literacy development is a powerful and visible one.

The Problem of the Formation of Recreational Imagination by Primary School Readers

2019 ◽  
Vol 7 (5) ◽  
pp. 13-21
Author(s):  
Л. Сильченкова ◽  
L. Sil'chenkova ◽  
А. Страдова ◽  
A. Stradova
Keyword(s):  
Elementary Schools ◽  
Primary School ◽  
Primary Education ◽  
Educational Practice ◽  
Reading Literacy ◽  
Urgent Problem ◽  
Artistic Works ◽  
Essential Prerequisite

The article is devoted to the urgent problem of modern primary education - the formation of recreating imagination by schoolchildren as an essential prerequisite and a necessary component of reading literacy. Imagination is considered as a synthesis of ideas, thinking, memory, attention, intuition during the perception of the text. It completes this synthesis. Taking into account the conclusions of specialists in the field of psychology and great pedagogical experience, the examples and the work of schoolchildren with literary and artistic works reveal the possibilities and conditions for the formation of their readers’ recreational imagination in the educational practice of elementary schools.

scholarly journals Exploring the Effectiveness of Using Big Books in Teaching Primary English in Malaysian Classrooms

2008 ◽  
Author(s):  
Aizan Yaacob ◽  
Annamaria Pinter
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Primary School ◽  
Language Learning ◽  
Literacy Development ◽  
Learning Opportunities ◽  
Active Participation ◽  
Interaction Patterns ◽  
Active Engagement ◽  
Language And Literacy

There are many benefits of using stories for language and literacy development particularly in the areas of vocabulary (Cameron, 2001; Elley, 1989; Penno, Wilkinson & Moore 2002; Hargrave & Senechal, 2000) and reading comprehension. Yet, much is still unknown in second language (L2) contexts. This paper investigates the use of Big Books in primary English in Malaysia where English is taught as an official second language. It draws on transcript data from one teacher from one primary school to illustrate how students’ active participation and interest in language learning emerged as the teacher introduced Big Books instead of the textbook. Our data shows that practice with Big Books changes the interaction patterns and learning opportunities. Students were actively involved and they contributed to the discussions and made spontaneous comments about the stories. Most importantly, the teacher’s elicitation skill is essential in enhancing students’ learning. The Ministry of Education’s hopes to provide more active engagement and to increase students’ interests and motivation through stories were achieved.  

scholarly journals Teacher Preparedness to Utilize Emergent Literacy for Teaching Initial Literacy in Selected Schools of Mansa District

2020 ◽  
Vol 2 (1) ◽  
pp. 1-17
Author(s):  
Samuel Imange ◽  
John Simwinga
Keyword(s):  
Primary School ◽  
Emergent Literacy ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Literacy Skills ◽  
Natural Setting ◽  
Emergent Literacy Skills ◽  
Literacy Knowledge ◽  
Initial Literacy

Effective teaching of initial literacy in Grade 1 demands more of the teacher’s attention to pupils’ emergent literacy skills and consideration of how they learn. The emergent literacy skills children acquire lay a firm foundation for their learning to read and write in the conventional sense. Some of the skills that children develop under emergent literacy include phonological awareness and phonological sensitivity, which give children the ability to hear, recognize, manipulate and distinguish the sounds of the language they have acquired. These are key language skills which teachers will need to utilize in their teaching of reading and writing skills to Grade 1 learners in the classroom. A study was carried out whose purpose was to investigate whether primary school teachers in Mansa District utilized emergent literacy skills in their teaching of conventional reading and writing skills to the learners in Grade 1 considering the fact that emergent literacy lays a firm and solid foundation for continuous development of the literacy skills. The study was a descriptive survey and qualitative in nature since it required the researcher to describe the state of affairs as found and observed in their natural setting in the research sites. The qualitative methods of data collection and analysis were used. The sample for this study comprised 62 Grade 1 teachers and 3,594 Grade 1 primary school pupils. Only those schools teaching initial literacy in the local familiar language using the Breakthrough to Literacy (BTL) methodology were targeted for this research. The findings indicated that: (1) Teachers lacked knowledge about emergent literacy and did not know how useful it was for continuous literacy development among the children. (2) Most of the teachers ignored pupils’ prior literacy knowledge and considered their learners as complete illiterates who knew nothing about literacy skills. (3) Teachers never designed extra teaching and learning materials for teaching literacy. Rather, they relied on the New Breakthrough to Literacy (NBTL) kit materials. (4) The class sizes were large and meaningful scaffolding was lacking in most of the classes. This study concluded that the Ministry of Education in Zambia should consider emergent literacy as the foundation for conventional literacy development in Grade 1. One recommendation was that teachers should be equipped with knowledge of emergent literacy through deliberate training. They need to understand and appreciate emergent literacy as an essential body of knowledge to be utilized for successful conventional literacy development among Grade 1 learners.

Language and literacy development in the early years

2019 ◽  
Vol 7 (6) ◽  
pp. 266-270
Author(s):  
David Hancock
Keyword(s):  
Primary School ◽  
Literacy Development ◽  
Early Years ◽  
Communication Delays ◽  
Language And Literacy ◽  
Education Strategy ◽  
Language And Communication ◽  
Language And Literacy Development ◽  
New Education

In 2018, the BBC announced a new education strategy to help address language and communication delays in children starting primary school. David Hancock investigates how the initiative and others across England are working to tackle the issue

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