What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy

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Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2007) What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy. Literacy, 41 (3). pp. 137-146. ISSN 1741-4369 doi: 10.1111/j.1467-9345.2007.00452.x

Abstract/Summary

This article explores the fine detail of practice by three teachers, recognised as effective teachers of literacy. All three were observed during nine literacy lessons, working with Year 2 (6/7 year olds) classes of successful inner-city primary schools in the South of England. Data collection took place in 2003, just as their schools were moving away from the early prescription of the National Literacy Strategy (NLS), and follow up visits were made in 2005. My initial interest had been in what these three teachers did with the NLS in order to motivate pupils and ensure high pupil attainment. Following observations, interviews and coding of teacher-pupil interaction, it became clear that The NLS Framework for Teaching (DfES, 2001) was not the driver of their success but a valuable vehicle for subtle and intuitive teacher behaviours that grew from a detailed understanding of how children develop as readers and writers. Implications for training student teachers to marry theoretical understanding with the expectations of a prescribed curriculum for literacy are discussed.

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Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/44650
Item Type	Article
Refereed	Yes
Divisions	Arts, Humanities and Social Science > International Study and Language Institute (ISLI) Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM)
Uncontrolled Keywords	National Literacy Strategy (NLS), teaching English, effective teachers of literacy
Publisher	Wiley-Blackwell
Download/View statistics	View download statistics for this item

Deposit Details

Date Deposited:	03 Dec 2015 10:12	Date item deposited into CentAUR
Last Modified:	23 Mar 2025 01:37	Date item last modified

References

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