Contents

pp v-ix

List of figures

pp x-x

List of tables

pp xi-xi

About the authors

pp xii-xiii

Acknowledgements

pp xiv-xvi

Chapter 1 - Introduction

pp 1-16

Part 1 - Literacy acquisition: the child, the family and diversity in the modern world

pp 17-18

Chapter 2 - Literacy acquisition in the early years: past, present and future

pp 19-34

Chapter 3 - When should children start literacy learning?

pp 35-47

Chapter 4 - Family literacies and relationships with centres and schools

pp 48-64

Chapter 5 - Multiliteracies: growing the next generation of readers

pp 65-81

Chapter 6 - Diverse classrooms and learning in bilingual and multicultural/multilingual settings

pp 82-98

Part 2 - Learning about literacy in early childhood settings

pp 99-100

Chapter 7 - Effective practice and the role of teachers in supporting literacy

pp 101-120

Chapter 8 - ‘Sound’ foundations for learning literacy

pp 121-139

Chapter 9 - Uses of assessment before, during and after transition to school

pp 140-158

Part 3 - Literacy learning in the primary school

pp 159-160

Chapter 10 - The first year of primary school: building on foundations

pp 161-186

Chapter 11 - Establishing a community of readers

pp 187-208

Chapter 12 - Uses of assessment in the primary school years

pp 209-233

Chapter 13 - Reading and writing in the primary school: focus on narrative writing

pp 234-250

Part 4 - Literacy learning in the senior primary school

pp 251-252

Chapter 14 - Extending reading and writing in the senior primary school: focus on factual writing

pp 253-275

Chapter 15 - Struggling readers: issues and solutions

pp 276-291

Chapter 16 - Conclusion

pp 292-302

References

pp 303-326

Index

pp 327-332