Effective Teachers of LiteracyEffective Teachers of Literacy. Jane Medwell. David Wray. Louise Poulson. Richard Fox. May, 1. 99. 8Contents. Chapter 1 An overview of the research. Chapter 2 Teachers subject knowledge in literacy. Chapter 3 Teachers beliefs about literacy teaching. Chapter 4 Effective teachers of literacy in action. Chapter 5 Knowledge, beliefs and practice in effective teachers of literacy. Chapter 6 Novice and expert teachers of literacy. Purple/v4/bd/9c/fb/bd9cfbb9-32ce-d9a6-e6b4-6b2fe577b60d/screen480x480.jpeg' alt='Phonics Made Easy Flash Action Figures' title='Phonics Made Easy Flash Action Figures' />Chapter 7 Becoming an effective teacher of literacy. Chapter 8 Conclusions and Implication. References. Appendices Not availableAn overview of the research. Introduction. This study was commissioned to help the Teacher Training Agency and teachers in England to understand more clearly how effective teachers help children to become literate. It began before the National Literacy Project and, although it makes many connections with this project and the National Literacy Strategy, it does not claim to be a direct product of either. However, to enable teachers to relate our findings to these important national initiatives, we have wherever possible made explicit cross references to their core ideas. Our findings are based on close examination of the work of a sample of teachers whose pupils make effective learning gains in literacy and of a more random sample of teachers whose pupils make less progress in literacy. What do we mean by literacy Literacy can and has been defined very widely. For our purposes, literacy is seen as a unitary process with two complementary aspects, reading and writing. Seeing reading and writing in this way, simply as opposite faces of the same coin, emphasises a basic principle within the National Curriculum for English, that is, to develop childrens skills within an integrated programme and to inter relate the requirements of the Range, Key Skills, and Standard English and Language Study sections of the Programmes of Study. In the National Literacy Project literacy is defined through an analysis of what literate children should be able to do. This produces the following list. Literate children should read and write with confidence, fluency and understanding be interested in books, read with enjoyment and evaluate and justify their preferences know and understand a range of genres in fiction and poetry, and understand and be familiar with some of the ways that narratives are structured through basic literary ideas of setting, character and plot understand and be able to use a range of non fiction texts be able to orchestrate a full range of reading cues phonic, graphic, syntactic, contextual to monitor and self correct their own reading plan draft revise and edit their own writing have an interest in words and word meanings, and a growing vocabulary understand the sound and spelling system and use this to read and spell accurately have fluent and legible handwriting. Phonics Made Easy Flash Action Figures' title='Phonics Made Easy Flash Action Figures' />Shop for godzilla toys you will love online at Target. Free shipping and save 5 every day with your Target REDcard. Amazon. coms 2017 Holiday Toy List This years most popular holiday and Christmas toys. Shop for the hottest new toys, video games, puzzles, books, and more. Find. The Robinson Story Robinson SelfTeaching Homeschool Curriculum. Homeschooling ProblemsNeeds. What is Needed for Homeschooling to Grow. There is a growing. NOTE All online course students must have Internet access and email. Students must register for these classes no later than three days. There are three strands to the experiences children need to develop these competencies word level work i. The term level is used to refer to structuralorganisational layers in texts. Each of the levels is essential to effective reading and writing and there is a very close inter relationship between them. At different stages of learning literacy, however, some levels will assume greater prominence in teaching. Word level work will, for example, be very much to the fore in the beginning stages of literacy learning even though teachers will also want to enable pupils to locate such work in correctly formed sentences and meaningful texts rather than pursuing it as an end in itself. With the development of more and more uses and functions for literacy, it is certainly the case that children need to achieve ever higher standards of literacy to be literate in their society. The major factor in raising standards must be the quality of the teaching of literacy which children experience, particularly during the primary phase of schooling. High quality literacy teaching demands high quality literacy teachers and any education system must attempt to maximise the expertise of teachers in teaching literacy. In order to direct improvements in the selection, training and professional development of teachers of literacy most profitably, a great deal can be learned from a study of those primary school teachers identified as effective in the teaching of literacy. Teachers. Net features free lesson plans for elementary teachers elementary education resources. Discover printables, worksheets, thematic units, elementary lesson plans. Reply author Connard Estep 53 Replied on 02132006 095612 Message Yes, Chris I recall all of those plus a few more. Best Software For Speech To Text here. Webbs grocery Davis grocery. Such a study was the aim of the research described in this report. This research project, the Effective Teachers of Literacy Project, was commissioned by the Teacher Training Agency TTA and conducted by staff of the University of Exeter and the University College of St Mark and St John from December, 1. February, 1. 99. 7 in collaboration with thirteen Local Education Authorities across England and a number of Grant Maintained and independent schools. This report gives an account of the project, its main findings and their implications for policy and practice. Much of the specific detail of the research and its findings will be found in the Appendices to this report. The aims of the research The aims of this research were to identify the key factors of what effective teachers know, understand and do which enables them to put effective teaching of literacy into practice in the primary phase identify the strategies which would enable those factors to be more widely applied examine aspects of continuing professional development which contribute to the development of effective teachers of literacy examine what aspects of their initial teacher training and induction contribute to developing expertise in novice teachers of literacy. The research was designed to answer these questions by gathering evidence in the following ways a questionnaire survey of the qualifications, experience, reported beliefs, practices and preferences in teaching literacy of a group of 2. Both quantitative data and qualitative data were collected to build up as full a picture as possible of the knowledge, beliefs and teaching practices of a group of teachers identified as effective at teaching literacy. Similar data was also collected from a sample of ordinary teachers referred to as the validation group and from a group of student teachers novice teachers. Thus the findings from the effective teacher sample could be compared and validated against those from the two other teacher groups. Full details about the research methods used and background details of the teachers involved can be found in Appendices 2 and 3. Research hypotheses. From a review of the existing research literature on effective teachers in general and effective teachers of literacy in particular, a number of specific hypotheses were generated which our research then set out to test. A full account of this review of literature is given in Appendix 1 of this report. The research hypotheses that were derived from it are given here so that readers may have these clearly in mind as they read our account of the main findings of the research. Overview. From our literature review of the characteristics of effective teachers, three key areas emerged. Effective teachers appeared to systematically employ a range of teaching methods, materials and classroom tasks matched to the needs of the specific children they are teaching have coherent beliefs about the teaching of their subjecthave a well developed knowledge of the subject and its pedagogical principles which underpins their teaching.