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ERIC Number: EJ1161448
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0963-8253
EISSN: N/A
Literacy Learning in the Twenty-First Century: How Much Have We Learnt?
Clark, Margaret M.
FORUM: for promoting 3-19 comprehensive education, v59 n3 p483-493 2017
Languages differ in the way that speech and meaning are represented in written form: in English, the correspondences are variable. Thus, in learning to read in English there is need for an approach that combines alphabetic decoding and a mastery of sight vocabulary. Teaching children to read should develop from an analysis of the skills and knowledge young children bring to the learning situation. When they start school, some children can already read with understanding, yet frequently their needs are overlooked. England is only one of the countries where evidence from research is being ignored, simplistic tests are driving the curriculum, available resources are being spent on commercial products linked to the tests and schools are being ranked by the percentage of children who pass such tests.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A