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ERIC Number: ED454500
Record Type: Non-Journal
Publication Date: 2001-Jul
Pages: 12
Abstractor: N/A
Reference Count: N/A
What Can Teachers of Literacy Learn from a Study of Effective Teachers?
Wray, David; Medwell, Jane
A study examined the characteristics of teachers who can be shown to be effective in teaching literacy to primary pupils. Aims of the research were to: (1) identify the key factors in what effective teachers know, understand, and do which enable them to put effective teaching of literacy into practice in the primary phase; (2) identify the strategies which would enable those factors to be more widely applied; and (3) examine aspects of continuing professional development which contribute to the development of effective teachers of literacy. Findings are based on a close study of a sample of teachers (n=228) whose pupils make effective learning gains in literacy and a sample of teachers (n=71) who were less effective in literacy teaching. Results indicated effective teachers: placed great emphasis on children's knowledge of the purposes and functions of reading and writing and of the structures used to enable these processes; were more diagnostic in the ways they examined and judged samples of children's reading and writing; translated their beliefs about purpose and meaning into practice by paying systematic attention to both the goals they had identified for reading and writing and to technical processes such as phonic knowledge, spelling, grammar, and punctuation; and were generally more likely to embed their teaching into a wider context and show how specific aspects of reading and writing contributed to communication. Contains 30 references. (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom