Autorentext
Jane Medwell taught in primary schools in Cardiff and South Devon, before moving into teacher education. She has lectured at the Universities of Cardiff, Plymouth and the College of St Mark and St John, and is currently Director of Teacher Education and Associate Professor at the University of Warwick. Her research and writing has covered areas such as the teaching of writing and the use of electronic books to teach reading. More recently she has begun a major research programme exploring the teaching of handwriting, and has begun a unique programme of teacher education in primary Modern Foreign Languages. She is fluent in French and Russian, and is learning Chinese. David Wray taught in primary schools for 10 years and is currently Professor of Literacy Education at the University of Warwick. He has published over 40 books on aspects of literacy teaching and is best known for his work on developing teaching strategies to help pupils access the curriculum through literacy. His work was made an integral part of the National Literacy Strategy in England at both primary (1997) and secondary (2001) levels. More recently he has acted as consultant to a number of electronic learning projects and has begun new research programs exploring the importance and teaching of handwriting, and the use of mobile learning devices.Hilary Minns co-ordinates primary English courses in the Institute of /par1/Education, University of Warwick.Vivienne Griffiths is a Professor of Education at Canterbury Christ Church University.Elizabeth Coates is an associate fellow of the Centre for Education Studies at the University of Warwick. Prior to her retirement in 2013, she was an associate professor and director of the Early Childhood Studies undergraduate program at the University of Warwick. Since that time, she has worked on a part-time basis within the Centre teaching child development, education, and early years' policy and practice. During her time at Warwick, she organized and directed five triennial international early years conferences and was founding editor of the International Journal of Early Years Education. Her background as an early years teacher has been a strong influence and, with Andrew Coates, she is involved in a longitudinal action research project focusing on young children (3-7 years) talking and drawing together. This has resulted in a number of conference papers and publications which include, among others, a chapter on The subjects and meanings of young children's drawings in Exploring Children's Creative Narratives.

Klappentext

The essential teaching theory and practice text for primary English.

This comprehensive and popular text covers the professional knowledge, skills and understanding required to be an effective teacher of primary English.

Practical guidance on the teaching and learning of phonics, the importance of talk in the classroom and the teaching of handwriting and spelling.
Covers the teaching of writing in the early years, KS1 and KS2.
Includes strategies for developing reading comprehension.
Chapters cover inclusion, assessment and organising and resourcing learning in the classroom.

This 10th edition has been updated and now includes links to the ITT Core Content Framework.

Zusammenfassung
The essential teaching theory and practice text covering the professional knowledge, skills and understanding required to be an effective teacher of primary English.

Inhalt

1 Introduction
2 Learning English
3 Effective English teaching
4 Speaking and listening: developing talk in the primary classroom
5 Teaching reading at and before Key Stage 1
6 The teaching and learning of phonics
7 Teaching early writing
8 Teaching handwriting and spelling
9 Developing reading comprehension
10 Reading for information
11 Teaching writing at Key Stage 2
12 Teaching with electronic texts
13 Teaching English at a distance
14 Including all children
15 Organising and resourcing English at Key Stages 1 and 2
16 Assessing English