History, policy, and practice
- Paperback / softback, 216 pages, 234 mm x 156 mm
- 14 Jun 2013
- Institute of Education Press
It captures a particular period in educational and political history, surveying the policy and practice that shaped the implementation of a successful national early literacy intervention that has had a significant impact on school standards.
This book is essential reading for all those interested or involved in early literacy and the prevention of literacy failure through effective intervention; to those who have heard about Reading Recovery but are not familiar with its operation in the UK, and to those involved in managing large-scale interventions in schools.
Sue Burroughs-Lange has worked in the areas of literacy difficulties for initial and postgraduate courses in the UK, the United States, and Australia. As a member of the leadership team at the European Centre for Reading Recovery, based at the Institute of Education, University of London, she led the development and early years of what became Every Child a Reader.
Institute of Education
Amanda Ince joined the Institute of Education, University of London, in 2007 as a member of the national leadership team for the European Centre for Reading Recovery, and is a member of the Primary Initial Teacher Education teaching team.
Institute of Education
CONTENTS: Foreword (Jean Gross); Introduction (Amanda Ince); 1. Reading Recovery, an early literacy intervention (Julia Douëtil, Angela Hobsbaum, and Phyl Maidment); 2. How Every Child a Reader grew from Reading Recovery (Sue Burroughs-Lange, Julia Douëtil, and Angela Hobsbaum); 3. The theoretical and pedagogical base of Reading Recovery (Sue Bodman and John Smith); 4. Experts gaining expertise (Susan Taylor, Janet Ferris, and Glen Franklin); 5. Creatively responding to the imperative of scaling up Every Child a Reader (Penny Amott, Val Hindmarsh, and Helen Morris); 6. From innovation to normalization (Sue Burroughs-Lange); Index.
This is a book which should be read by both teachers and policy makers. It contains important lessons both at school and national levels as the education system works to ensure that every child gets the teaching and experience they need to become fluent and engaged readers.
This book demonstrates the power of combining research-based policy, teacher expertise, and ongoing data analysis. The authors make a convincing argument – that capacity building, sustained effort, and deep learning are essential in raising standards for literacy education. Throughout the volume, the writers describe teacher learning as a central driving force. This is a must-read book for policymakers and educators who want to implement large-scale educational change.
No one could doubt that early intervention for children struggling with reading works after reading this book. The economic and social case for schools, the government, and local authorities adopting Every Child a Reader is overwhelming. This accessible and powerful book should be essential reading for teachers and ministers alike.