Janet and John: Here We Go Free
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Beginning Reading: Influences on Policy in the United
BEGINNING READING: INFLUENCES ON POLICY IN THE UNITED STATES AND ENGLAND 1998-2010 A Dissertation Submitted to the College of Education of Aurora University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education by Elizabeth Robins April 2010 Beginning Reading: Influences on Policy in the United States and England 1998-2010 by Elizabeth Robins [email protected] Committee members: Ronald Banaszak, Chair Carla Brown, Member Deborah Brotcke, Member Abstract The study investigated the divergence in beginning reading methods between the United States (US) and England from 1998 to 2010. Researchers, policy makers, and publishers were interviewed to explore their knowledge and perceptions concerning how literacy policy was determined. The first three of twelve findings showed that despite the challenges inherent in the political sphere, both governments were driven by low literacy rates to seek greater involvement in literacy education. The intervention was determined by its structure: a central parliamentary system in England, and a federal system of state rights in the US. Three further research-related findings revealed the uneasy relationship existing between policy makers and researchers. Political expediency, the speed of decision making and ideology i also helped shape literacy policy. Secondly, research is viewed differently in each nation. Peer- reviewed, scientifically-based research supporting systematic phonics prevailed in the US, whereas in England additional and more eclectic sources were also included. Thirdly, research showed that educator training in beginning reading was more pervasive and effective in England than the US. English stakeholders proved more knowledgeable about research in the US, whereas little is known about the synthetic phonics approach currently used in England. -
Janet and John: Here We Go Free Download
JANET AND JOHN: HERE WE GO FREE DOWNLOAD Mabel O'Donnell,Rona Munro | 40 pages | 03 Sep 2007 | Summersdale Publishers | 9781840246131 | English | Chichester, United Kingdom Janet and John Series Toral Taank rated it it was amazing Nov 29, All of our paper waste is recycled and turned into corrugated cardboard. Doesn't post to Germany See details. Visit my eBay shop. Help Learn to edit Community portal Recent changes Upload file. Shelves: beginner-readersfemale-author-or- illustrator. Hardcover40 pages. Reminiscing Read these as a child, Janet and John: Here We Go use with my Grandbabies X Previous image. Books by Mabel O'Donnell. No doubt, Janet and John: Here We Go critics will carp at the daringly minimalist plot and character de In a recent threadsome people stated their objections to literature which fails in its duty to be gender-balanced. Please enter a number less than or equal to Goodreads helps you keep track of books you want to read. Watch this item Unwatch. Novels portal Children's literature portal. Janet and John: Here We Go O'Donnell and Rona Munro. Ronne Randall. Learning to read. Inas part of a trend in publishing nostalgic facsimiles of old favourites, Summersdale Publishers reissued two of the original Janet and John books, Here We Go and Off to Play. Analytical phonics Basal reader Guided reading Independent reading Literature circle Phonics Reciprocal teaching Structured word inquiry Synthetic phonics Whole language. We offer great value books on a wide range of subjects and we have grown steadily to become one of the UK's leading retailers of second-hand books. -
The End of Illiteracy?
The End of Illiteracy? The Holy Grail of Clackmannanshire TOM BURKARD CENTRE FOR POLICY STUDIES 57 Tufton Street London SW1P 3QL 1999 THE AUTHOR Tom Burkard is the Secretary of the Promethean Trust and has published several articles on how children learn to read. He contributed to the 1997 Daily Telegraph Schools Guide, and is a member of the NASUWT. His main academic interest is the interface between reading theory and classroom practice. His own remedial programme, recently featured in the Dyslexia Review, achieved outstanding results at Costessey High School in Norwich. His last Centre for Policy Study pamphlet, Reading Fever: Why phonics must come first (written with Martin Turner in 1996) proved instrumental in determining important issues in the National Curriculum for teacher training colleges. Acknowledgements Support towards research for this Study was given by the Institute for Policy Research. The Centre for Policy Studies never expresses a corporate view in any of its publications. Contributions are chosen for their independence of thought and cogency of argument. ISBN No. 1 897969 87 2 Centre for Policy Studies, March 1999 Printed by The Chameleon Press, 5 - 25 Burr Road, London SW18 CONTENTS Summary 1. Introduction 1 2. A brief history of the ‘reading wars’ 4 3. A comparison of analytic and synthetic phonics 9 4. Problems with the National Literacy Strategy 12 5. The success of synthetic phonics 17 6. Introducing synthetic phonics into the classroom 20 7. Recommendations 22 Appendix A: Problems with SATs 25 Appendix B: A summary of recent research on analytic phonics 27 Appendix C: Research on the effectiveness of synthetic phonics 32 SUMMARY The Government’s recognition of the gravity of the problem of illiteracy in Britain is welcome. -
Reading in the Twentieth Century. INSTITUTION Center for the Improvement of Early Reading Achievement, Ann Arbor, MI
DOCUMENT RESUME ED 479 530 CS 512 338 AUTHOR Pearson, P. David TITLE Reading in the Twentieth Century. INSTITUTION Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-08-00 NOTE 46p.; CIERA Archive #01-08. CONTRACT R305R70004 AVAILABLE FROM CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734- 763 -1229. For full text: http://www.ciera.org/library/archive/ 2001-08/0108pdp.pdf. PUB TYPE Information Analyses (070). Reports Research (143) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Educational History; *Educational Practices; Futures (of Society); Instructional Materials; *Reading Instruction; *Reading Processes; *Reading Research; Reading Skills; Teaching Methods IDENTIFIERS *Reading Theories ABSTRACT This paper discusses reading instruction in the 20th century. The paper begins with a tour of the historical pathways that have led people, at the century's end, to the "rocky and highly contested terrain educators currently occupy in reading pedagogy." After the author/educator unfolds his version of a map of that terrain in the paper, he speculates about pedagogical journeys that lie ahead in a new century and a new millennium. Although the focus is reading pedagogy, the paper seeks to connect the pedagogy to the broader scholarly ideas of each period. According to the paper, developments in reading pedagogy over the last century suggest that it is most useful to divide the century into thirds, roughly 1900-1935, 1935- 1970, and 1970-2000. The paper states that, as a guide in constructing a map of past and present, a legend is needed, a common set of criteria for examining ideas and practices in each period--several candidates suggest themselves, such as the dominant materials used by teachers in each period and the dominant pedagogical practices. -
Vocabulary Studies: Summarized, Reviewed, Critiqued, and Offered in an Historical Perspective
DOCUMENT RESUME 1. .ED 219 717 CS 006 716 AUTI&R Barnes, Nancy Marie Van- Stavern; Barnes, James Albert, Jr. TITLE Vocabulary Studies: Summarized, Reviewed, Critiqued, and Offered in an Historical Perspective. PUB DATE [75] NOTE 101p. \_ EDRS PRICE' ' MF01/PC05 Plus Postage. DESCRIPTORS Child Language; Literatureyeviews; Oral Language; Primary Education; *Reading Research; *Structural Analysis (Linguistics); Textbook Content; *Vocabulary; *Vocabulary Development; *Word Frequency; *Word Lists ABSTRACT To offer a historical perspective on vocabulary studies, this paper presents summaries, reviews, and critiques of vocabulary studies in chronological order of publication. The only variance from this format bre published rebuttals and/or critiques, which are presented immediately following the original studies. The paper is divided into two parts. Part one presents the "Early Studies: Pre-1950" and contains the studies thatwere published before 1950. Part two presents "More Recent Studies: Post-1950" and contains the studies published since 1950. No attempt is made to classify the studies except in historical sequence. Basically the studies are concerned with the reading, writing, and spoken vocabulary of yourTh children, in grades one, two, and three. Also, "original"'and primary sources are used, not secondary. Thepaper concludes With a summation of the studies, noting that while.the earlier studies were mainly concerned with an analysis of vocabulary through frequency word counts and comparison of previously published lists, the last three decades from the 1950s to the present give evidence of a shift in emphasis to a linguistic analysis of the language. An extensive bibliogtaphy is included. (HOD) ***********************************************************************t * keproductions supplied by EDRS are the best thatcan be made A * * from the original document. -
Teaching Children to Read
House of Commons Education and Skills Committee Teaching Children to Read Eighth Report of Session 2004–05 Report, together with formal minutes, oral and written evidence Ordered by The House of Commons to be printed 21 March 2005 HC 121 Incorporating HC 1269–i from Session 2003-04 Published on 7 April 2005 by authority of the House of Commons London: The Stationery Office Limited £22.00 The Education and Skills Committee The Education and Skills Committee is appointed by the House of Commons to examine the expenditure, administration and policy of the Department for Education and Skills and its associated public bodies. Current membership Mr Barry Sheerman MP (Labour, Huddersfield) (Chairman) Mr David Chaytor MP (Labour, Bury North) Valerie Davey MP (Labour, Bristol West) Jeff Ennis MP (Labour, Barnsley East & Mexborough) Mr Nick Gibb MP (Conservative, Bognor Regis & Littlehampton) Mr John Greenway MP (Conservative, Ryedale) Paul Holmes MP (Liberal Democrat, Chesterfield) Helen Jones MP (Labour, Warrington North) Mr Kerry Pollard MP (Labour, St Albans) Jonathan Shaw MP (Labour, Chatham and Aylesford) Mr Andrew Turner MP (Conservative, Isle of Wight) Powers The Committee is one of the departmental select committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152. These are available on the Internet via www.parliament.uk Publications The Reports and evidence of the Committee are published by The Stationery Office by Order of the House. All publications of the Committee (including press notices) are on the Internet at: www.parliament.uk/parliamentary_committees/education_and_skills_committee.cfm Committee staff The current staff of the Committee are David Lloyd (Clerk), Dr Sue Griffiths (Second Clerk), Libby Aston (Committee Specialist), Nerys Roberts (Committee Specialist), Lisa Wrobel (Committee Assistant), Susan Monaghan (Committee Assistant), Catherine Jackson (Secretary) and John Kittle (Senior Office Clerk). -
Open a World of Possible: Real Stories About the Joy and Power of Reading © 2014 Scholastic 5 Foreword
PEN OA WORLD OF POssIBLE Real Stories About the Joy and Power of Reading Edited by Lois Bridges Foreword by Richard Robinson New York • Toronto • London • Auckland • Sydney Mexico City • New Delhi • Hong Kong • Buenos Aires DEDICATION For all children, and for all who love and inspire them— a world of possible awaits in the pages of a book. And for our beloved friend, Walter Dean Myers (1937–2014), who related reading to life itself: “Once I began to read, I began to exist.” b Credit for Charles M. Blow (p. 40): From The New York Times, January 23 © 2014 The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content without written permission is prohibited. Credit for Frank Bruni (p. 218): From The New York Times, May 13 © 2014 The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content without written permission is prohibited. Scholastic grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Cover Designer: Charles Kreloff Editor: Lois Bridges Copy/Production Editor: Danny Miller Interior Designer: Sarah Morrow Compilation © 2014 Scholastic Inc. -
Exploring the Teaching of Grade 1–3 English Spelling Using the Sound Reading System: a Case of a Namibian Primary School
Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System: A case of a Namibian primary school by JESSICA MARY-ANN JANSEN submitted in accordance with the requirements for the degree of MASTER OF EDUCATION in the subject CURRICULUM STUDIES at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROFESSOR M.G. NGOEPE JANUARY 2017 DECLARATION I Jessica Mary-Ann Jansen, student number 36576158, declare that, “Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System: A case of a Namibian primary school” is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. Signed: Jessica Mary-Ann Jansen 5 January 2017 i DEDICATION This work is dedicated to my mother, Rita Zaahl, and my two daughters, Amber and Aimeè, for their love, patience and support. ii ACKNOWLEDGEMENTS • God Almighty, thank you for giving me life, and the strength and courage to complete my research. You deserve all the praise and glory. • Professor M.G. Ngoepe, my supervisor, for your guidance, patience and valuable advice during every stage of this study. • My mother and my two daughters for believing in me. iii DEFINITION OF TERMS Alphabet code: A writing system based on phonemes (sounds); symbols are assigned to each sound using a letter or combination of letters. These represent the code. Transparent alphabet code: An alphabetic writing system in which there is rarely more than one spelling for the same sound. Opaque alphabet code: An alphabetic writing system in which there are multiple spellings for the same sound. -
The Description and Development of the Initial Teaching Alphabet
Eastern Illinois University The Keep Plan B Papers Student Theses & Publications 1-1-1967 The Description and Development of the Initial Teaching Alphabet Edith Lorain Tyler Follow this and additional works at: https://thekeep.eiu.edu/plan_b Recommended Citation Tyler, Edith Lorain, "The Description and Development of the Initial Teaching Alphabet" (1967). Plan B Papers. 550. https://thekeep.eiu.edu/plan_b/550 This Dissertation/Thesis is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Plan B Papers by an authorized administrator of The Keep. For more information, please contact [email protected]. THE DESCRIPTION AND DEVELOPMENT OF THE INITIAL TEACHING ALPHABET (TITLE) BY EDITH LORAIN TYLER B.S. In Ed., Eastern Illinois University, 1965 PLAN B PAPER SUBMITIED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF SCIENCE IN EDUCATION AND PREPARED IN COURSE Education 528 IN THE GRADUATE SCHOOL, EASTERN ILLINOIS UNIVERSITY, CHARLESTON, ILLINOIS 1966-67 YEAR I HEREBY RECOMMEND THIS PLAN B PAPER BE ACCEPTED AS FULFILLING THIS PART OF THE DEGREE, M.S. IN ED. - ~ b -12- C:.7 DATE TABLE OF CONTENTS Page INTRODUCTION • • • • • • • • • • • • • • • • • • • • • • • • • • • I Chapter I • IRREGULARITIES IN TRADITIONAL ORTHOGRAPHY (t.o.) • • . 4 ti. THE INITIAL TEACHING ALPHABET Ci.t.a.) • • • • • • • • • 6 Historic Origin and Development General Description Fundamental Differences from t.o. I I I. DIFFERING APPROACHES TO l.t.a. INSTRUCTION • • • •••• 13 Use of Existing t.o. Basal Readers Use of Specially Designed i .t.a. Basal Readers IV. READING: EXPERIMENTAL STUDIES AND RESULTS • • • • • • • 15 British Pilot Study Second British Study Bethlehem-Lehigh, Pennsylvania Project Other American Studies V. -
Current Issues in Reading; Proceedings of the Annual Convention of the International Reading Association (13Th, Boston, April 1968), Volume 13, Part 2
DOCUMENT RESUME ED 076 947 CS 000 519 AUTHOR Smith, Nila Banton, Ed. TITLE Current Issues in Reading; Proceedings of the Annual Convention of the International Reading Association (13th, Boston, April 1968), Volume 13, Part 2. INSTITUTION International Reading Association, Newark, Del. PUB DATE 69 NOTE 494p. AVAILABLE FROM International Reading Assn., Six Tyre Ave., Newark, Del. 19711 (Order No. 422, $3.50 non-member, $3.00 member) EDRS PRICE MF -$0.65 BC-$16.45 DESCRIPTORS Basic Reading; *Conference Reports; Content Readi:fT Disadvantaged Youth; Dyslexia; Individualized Reading; Initial Teaching Alphabet; Learning Modalities; Programed Instruction; *Reading; Reading Comprehension; *Reading Instruction; *Reading Research; Reading Skills; Remedial Reading; Teacher Education; Ungraded Schools ABSTRACT The manuscripts resulting from the seventeen different current issues in reading that were discussed at the thirteenth Annual International Reading Association Convention in Boston in 1968 are published in this volume. The topics include reading research, content area reading, speed reading, comprehension, reading skill sequence, reading instruction for the disadvantaged, visual and auditory modalities, prograiid instruction, dyslexia, teacher preparation,_ theories of remedial reading, and several specific methods of reading instruction. For each issue an objective paper that discusses the topic and presents research in regard to it, a pro paper that provides arguments and research in favor of the topic, and a con paper that offers limitations -
Gaper Presented at the Annual Meeting of the United,Kingdo Reading.Association (78Th, Edinburgh, Scotland, July 27.31, 1981)
$1; . S. DOCUMENT RESUME, ED 207 023 C5.006 271 AUTHOR Anderson, Jonathan TITLE The Challenges of the Multicultural Classroom. a ,PUB DATE Jul 81 40TE 14p.; gaper presented at the Annual Meeting of the United,Kingdo Reading.Association (78th, Edinburgh, Scotland, July 27.31, 1981). EDES PRICE MF01/PC0f,Pips Postage. DESCRIPTORS Cloze Prodedure; *Cultural Differences; Elementary Secondary Education; *English (Second-Language); Evaluation Methods; Foreign Countries; Instructional Materials; *Literacy; *Multicultural Education; , Readability Formulas; *Reading Instruction; *Reading Materials; Second Language Instruction; Second Languages . IDENTIFIERS - *Australia ABSTRACT The multicultural pattern in recent Australian immigration poses, a pressing,issue for reading instruction. Students coming from homes, where onlYwEnglish is spoken, or English and a Northern European language are spoken, perform.better on reading tests than do students from homes where other languages are spoken. There is also little reflection among the homogeneous teachers of the cultural diversity ot their students, and this mismata between teacheremand students is perpetuated by reading curriculum materials. There are, however, several promising. developments in the assessment of reading compzeheneion and linguistic competence of . English-as,a-pecond-language (ESL) andeigrant students. The Cl ze ,\ Reading Comprehension Test uses a modified for of cloze p e. and--rather than cuipare ESL students with a standardize group of peers--compares them against -a high Zpvel of readihg costence, measuring how far readers have yet to go for reading competence.: 4" "Origins" language/histoty kitr designeUto aid,language dOelopment in non - English. background students while introducing them- to Australian history. Australian reading books have recently been published:in several different languages (Greek, Turkish, Italian) to increase literacy. -
The Politics of the Teaching of Reading
Prospects DOI 10.1007/s11125-017-9415-8 OPEN FILE The politics of the teaching of reading Janet Soler1 Ó The Author(s) 2017. This article is an open access publication. Abstract Historically, political debates have broken out over how to teach reading in primary schools and infant classrooms. These debates and ‘‘reading wars’’ have often resulted from public concerns and media reportage of a fall in reading standards. They also reflect the importance placed on learning to read by parents, teachers, employers, and politicians. Public and media-driven controversies over the teaching of reading have resulted in intense public and professional debates over which specific methods and materials to use with beginning readers and with children who have reading difficulties. Recently, such debates have led to a renewed emphasis on reading proficiency and ‘‘standardized’’ approaches to teaching reading and engaging with literacy. The universal acceptance of the importance of learning to read has also led to vested interests in specific methods, reading programmes, and early literacy assessments amongst professional, business, commercial, and parental lobbying groups. This article traces these debates and the resulting growing support for a quantitative reductionist approach to early-reading programmes. Keywords Reading debates Á Reading policy Á Reading programmes Á Teaching of reading Political debates over the ‘‘correct’’ and the ‘‘best’’ method to teach reading during the early stages of learning to read in primary schools and infant classrooms have periodically surfaced since the beginning of compulsory education in Western countries. These debates and ‘‘reading wars’’ have often occurred in conjunction with serious public concerns over & Janet Soler [email protected] 1 School of Education, Childhood, Youth and Sport Education, The Open University, Walton Hall, Kents Hill, Milton Keynes MK7 6AA, UK 123 J.