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

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To link to this item 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.

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)
ID Code:	44650
Uncontrolled Keywords:	National Literacy Strategy (NLS), teaching English, effective teachers of literacy
Publisher:	Wiley-Blackwell

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References

• Alexander, R. (2004) Towards Dialogic Teaching: rethinking classroom talk, Cambridge: Dialogos • Beard, R. (2000). Long overdue? Another look at the National Literacy Strategy. Journal of Research in Reading, 23, 245-255. • Berninger, V. W. & Swanson, H. L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. In J.S. Carlson (Ed.) (Series editor E. C. Butterfield) Children’s writing: Towards a process theory of the development of skilled writing. Volume 2 of Advances in cognition and educational practice. New York: JAI Press Inc. • Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2003) Assessment for Learning: Putting it into Practice, Maidenhead: Open University Press. • Clarke, S. (1998). Targeting assessment in the primary classroom. London: Hodder & Stoughton. • Derewianka, B. (1990). Rocks in their head. In R. Carter (Ed.) Knowledge about language and the curriculum: the LINC reader. London: Hodder and Stoughton. • DfES (2001). The National Literacy Strategy; Framework for Teaching, London: DfES • DfES (2003) Excellence and Enjoyment, London: DfES • DfES (2006) Primary Framework for Literacy and Mathematics, London: DfES • Dombey, H. (2003). Interactions between teachers, children and texts in three primary classrooms in England. Journal of Early Childhood Literacy, 3, pp. 37 – 58. • Earl, L., Watson, N., Levin, B., Leithwood, K., Fullan, M. & Torrance, N. with Jantzi, D., Mascall, B.& Volante, L.(2003) Watching and learning 3: OISE/UT evaluation of the implementation of the National Literacy and Numeracy Strategies. London: DfES ref. 0101/2003. • Flynn, N & Stainthorp, R (2006) The Learning and Teaching of Reading and Writing, Chichester: Wiley • Fullan, M. (2000). The return of large scale reform. Journal of Educational Change, 1, 5 – 27. • Hall, K. & Harding, A. (2003). A systematic review of effective literacy teaching in the 4 to 14 age range of mainstream schooling. In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. • Hallam, S., Ireson, J., Davies, J. (2004). Grouping practices in the primary school: what influences change? British Educational Research Journal, 30, 118 – 140. • Hardman, F., Smith, F. & Wall, K. (2003). Interactive whole class teaching in the National Literacy Strategy. Cambridge Journal of Education, 33, 197 – 215. • McDermot, G. (1996). Zomo the Rabbit: A trickster tale from West Africa. London: Voyager Books • OfSTED (2002) The Curriculum in Successful Primary Schools. London: OfSTED, ref, HMI 553 • OfSTED (2003). The national literacy and numeracy strategies and the primary curriculum. London: OfSTED, ref. HMI 1973. • OfSTED (2004) Reading for Purpose and Pleasure, HMI 2393, London: OfSTED • OfSTED (2005) The national literacy and numeracy strategies and the primary curriculum, HMI 2395, London: OfSTED • Rose, J (2006) Independent Review of the Teaching of Early Reading: Final Report, London: DfES • Topping, K. & Ferguson, N. (2005). Effective literacy teaching behaviours. Journal of Research in Reading, 28, 125 – 143. • Wood, D. (1998) How children think and learn: the social contexts of cognitive development, Oxford: Blackwell. • Wray, D., Medwell, J., Poulson, L. & Fox, R. (2002). Teaching literacy effectively in the primary school. London: Routledge.

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