Journal of Early Childhood Literacy recent issues

Call for Papers

2008-11-27

The early intervention solution: Enabling or constraining literacy learning

Woods, A., Henderson, R. — 2008-11-27

Current policy, media and curriculum initiatives across western nations are drawing literacy and literacy pedagogy toward enticingly simplistic understandings of literacy as commodity. Increasingly they focus on `fixing' perceived literacy problems by assuming the primacy of early years literacy and `top-up' intervention programs. In the wash-up of these narrow policies failing in their primary mission, it is important that literacy researchers and educators consider expanding notions of literacy rather than returning to `old' solutions for new issues. This article revisits a prior critique of Reading Recovery as a solution to failure to learn school-based literacy. Using data collected as part a larger study into constructions of literacy failure, we analyse the shifting `ways to be a reader' required of one student during a Reading Recovery lesson. We argue that the competence required to negotiate various literacy learning contexts across one morning of learning adds to the complexity of school-based literacy learning as much as it might provide support.

Affirming plural belonging: Building on students' family-based cultural and linguistic capital through multiliteracies pedagogy

Taylor, L. K., Bernhard, J. K., Garg, S., Cummins, J. — 2008-11-27

This article reports on a qualitative case study involving pedagogical innovations grounded in culturally and linguistically inclusive approaches to curriculum. In this project, kindergarten children were supported in collaboratively authoring Dual Language Identity Texts. Our findings suggest that as family and teacher conceptions of literacy were extended beyond traditional monolingual print-based literacy, home literacies associated with complex transnational and transgenerational communities of practice were legitimated through their inclusion within the school curriculum. This process invited family members to take up roles as expert partners in children's biliteracy development. Further, conditions were fostered for parents to consider and articulate their beliefs and values vis-à-vis their children's multiliterate practice and participation within these multiple, transnational communities.

Teacher flexibility and judgment: A multidynamic literacy theory

Hassett, D. D. — 2008-11-27

In an age of restrictive standards and accountability measures, teachers often find themselves in a position where they have to struggle to keep play with language and literature as a focus of their early literacy instruction, as `scientifically based' reading programs, phonics, or scripted instruction take center stage. In order to counter this trend, this article offers a `multidynamic' theory for early literacy instruction that combines researched foundations of early reading success with sociocultural theories of language and literacy. Combining these two fields of thought creates a theoretical stance where reading skills and methods cannot stand on their own, but instead must be dynamically reinvented to fit specific sociocultural contexts. The study analyzes the texts of `scientifically based' reading programs as compared to examples of children's literature as a way to explore three basic tenets of a multidynamic literacy theory: (1) that literacy is multifaceted; (2) that literacy is socially constructed; and (3) that literacy skills must be relevant within the lived worlds of children. The analysis overall (re)situates talk, play, and the instructional use of children's literature as essential components of early literacy programming. More importantly, a multidynamic literacy theory offers teachers the pedagogical basis to insist upon a great deal of flexibility and judgment in choosing the best materials and approaches to meet their students' early literacy needs as well as their sociocultural contexts for learning.

Book review

Rowsell, J. — 2008-11-27

Book review: Diane M. Barone and Shelley Hong Xu, Literacy Instruction for English Language Learners Pre-K-2. New York: Guilford Press, 2008. 278 pp. ISBN 13: 978--1--59385--602--1

Juyeon Lee, J. — 2008-11-27

Book review: Melanie R. Kuhn and Paula J. Schwanenflugel (eds), Fluency in the Classroom. New York: Guilford Press, 2008

King, R. — 2008-11-27

Successful engagement in an early literacy intervention

Scull, J. A., Lo Bianco, J. — 2008-06-27

The aim of the research reported here was to investigate why a percentage of students experience continued difficulty in literacy learning while participating in Reading Recovery. It was hypothesized that this is to do with particular aspects of teacher—learner interactions. Accordingly the study used ethnographic methodology to describe teacher—learner interactions generally and to then examine selected dimensions of the interaction between particular cohorts of students and their teachers. Specifically investigated were the characteristics of this group, mapping students' learning trajectory, and identifying key points and events that impact on teacher decision-making processes with regard to student learning. The learners who participated in this study were 10 children identified as being at risk of literacy failure. Their participation in one-to-one literacy support resulted in six of the children making considerable progress, with the other four identified as requiring ongoing support beyond the short-term intervention provided by Reading Recovery. The reasons for the successful outcome for the six learners are related to the ways that their teachers orchestrated positive reading and writing opportunities through closely focused verbal support. While this `helping talk' appeared to be decisive in the six successful cases, it was productive but inadequate in the remaining four.

Engagement with print: Low-income families and Head Start children

Lynch, J. — 2008-06-27

This research examined the types of print literacy activities low-income parents reported engaging in with their four-year-old children. There were 38 parents of children involved in Head Start, a pre-school program for children from low-income families living in the USA, who participated in this study. Children were assessed on their knowledge about print. Geographical backgrounds of families accounted for some differences in the types and frequency of print literacy activities parents reported to engage in with their children. However, there were no significant differences in children's print knowledge based on geographical factors. This research may suggest the important role of pre-school and particular parent—child activities in developing children's early print concepts.

Negotiation of `how to' at the cross-section of cultural capital and habitus: Young children's procedural practices in a student-led literacy group

Christ, T., Wang, X. C. — 2008-06-27

In order to become productive members of an academic community, it is important for students to master its procedural practices. By adapting Bourdieu's concepts of cultural capital, habitus, and field, we examined procedural practices of first-graders from minority and low-socioeconomic-status backgrounds in the context of student-led literacy groups in an urban classroom. We applied a variety of qualitative methods to collect, analyze, and triangulate the data in this ethnographic study. The results showed that differences in cultural capital and habitus intersected within the group context and affected procedural practices in three ways: deciding to accept or reject procedural practices, scaffolding other students' use of classroom-based procedural practices, and co-constructing procedural practices. The findings indicate that grasping procedural practice knowledge and norms influences students' ability to effectively participate in classroom literacy activities, and building students' cultural capital concerning procedural practices enhances their ability to engage in these practices.

Mother--child shared reading with print and digital texts

Ji Eun Kim, , Anderson, J. — 2008-06-27

The purpose of this study was to (1) compare mother—child interactions in three contexts: shared reading with a book in a traditional print format, with an electronic book in a CD-ROM format, and with an electronic book in a video clip format; (2) compare mother—child interactions with a three-year-old and a seven-year-old; and (3) compare children's extra-textual talk during the shared readings. Results indicated mother—child interactions differed in the contexts, with more complex talk evident in the electronic texts. There were differences in mother—child interactions with the two children that seemed contingent on the child's age and experiences. Finally, children's extra-textual talk differed depending on their ages, and these seemed to be context specific.

Editorial

Marsh, J., Merchant, G. — 2008-03-26

Teachers, policies and practices: A historical review of literacy teaching in Australia

Whitehead, K., Wilkinson, L. — 2008-03-26

This article uses a historical lens to illuminate literacy teaching as it is constructed in two recent reports, Teaching Reading and In Teachers' Hands. In surveying these texts alongside 19th-century sources, we show that an autonomous view of literacy has always held sway, along with a primary focus on reading. Parents' influence over literacy instruction has been eroded since the mid-19th century and the state has increasingly been implicated in constructing literacy teaching and defining the role of the teacher. What stands out, however, are the ways in which contemporary reports decontextualize literacy teaching, downplaying students' social locations and failing to recognize the infrastructure of mass compulsory schooling. In contrast to the 19th century when students' social class and irregular attendance were seen to mediate literacy achievement, `teacher quality' is all that counts in recent reports. Our historical perspective, therefore, not only highlights present concerns but also exposes some of the silences in these reports.

Putting words in their mouths: The role of teaching assistants and the spectre of scripted pedagogy

Gibson, H., Patrick, H. — 2008-03-26

National governments in Britain have consistently promised that, while they would legislate for a curriculum, it would not tell teachers how to teach. Our article suggests, however, that this policy is compromised with the current programme to `remodel the workforce' and augment the role of the classroom or teaching assistant. It does this in three ways. First, it examines the likelihood that what a teacher is may subtly change and overlap with the TA's new role. Second, it argues that despite what the government says, TAs will have little professional authority to question centrally determined initiatives regarding methods and approaches to teaching. And third, it takes a detailed and critical look at recommendations for teaching and learning contained within the government's publication Additional Literacy Support . This national programme for seven-year-old pupils comes complete with `Example Scripts' that are said to model `a perfect lesson' for TAs to imitate. We reflect upon these scripted lessons in detail, suggest that their view of perfection is at best contentious and conclude with the possibility that TAs may increasingly come to serve as a conduit for a centrally contrived pedagogy.

'Third spaces' are interesting places: Applying 'third space theory' to nursery-aged children's constructions of themselves as readers

Levy, R. — 2008-03-26

Based on Moje et al.'s (2004) conceptions of `third space theory', this article describes how five nursery-aged children created a `third space' between home and school, in order to find continuity between home and school constructions of reading. This article describes how the children used various aspects of their home experiences, such as popular culture, television texts, computer technology and play to integrate the reading experiences of the home with that of the primary school curriculum. Yet this article also warns that many of these children's own sophisticated and valuable constructions could be at risk of disruption by the demands of the primary school curriculum, even from the time of entry into the Nursery year. It is therefore argued that educators within the Foundation Stage must find ways to accommodate and utilize children's own constructions of reading in order to build confidence and initiate success in a modern generation of young readers.

Impacts of television viewing on young children's literacy development in the USA: A review of the literature

Moses, A. M. — 2008-03-26

Television viewing plays an important role in the lives of many young children and has received a great deal of attention in the public as well as in research. This review examined research on television and literacy development in early childhood, including studies of messages about literacy in children's programs as well as the impact of specific programs on young viewers' literacy development. Results indicate: (1) moderate amounts of television viewing were found to be beneficial for reading; (2) the content of programs viewed by children matters; (3) programs that aim to promote literacy in young children have been found to positively impact specific early literacy skills; and finally, (4) there are limitations to the existing literature. Suggestions for addressing these limitations were included, and future studies should focus on methodological, theoretical, and measurement issues in this area, in addition to exploring a wider variety of programs watched by young viewers.

Book review: Susan Hill, Developing Early Literacy Assessment and Teaching. Australia: Eleanor Curtain, 2006. 414 pp. ISBN 1--74148--253--4 AUS$69.95

Cawkwell, G. — 2008-03-26

Book review: Michael Armstrong, Children Writing Stories. Berkshire and New York: Open University Press, 2006. 192 pp. ISBN 0--335--21976--4 (pbk)

Cremin, T. — 2008-03-26

Book review: Katharine Davies Samway When English Language Learners Write: Connecting Research to Practice, K-8. Portsmouth, NH: Heinemann, 2006, 208 pp. (includes bibliographical references and index). ISBN 0--325--00633--4 (pbk) US$23.00

Yanan Fan, — 2008-03-26

Editorial

2007-11-20

Dame Professor Emerita Marie Clay, DBE, MA (Hons), Dip Ed, PhD, FRSNZ, FNZPsS, FNZEI, 1926--2007

McNaughton, S. — 2007-11-20

Putting a spin on reading: The language of the Rose Review

Hynds, J. — 2007-11-20

The Rose Review, a so-called Independent Review of the Teaching of Early Reading, was published by the British Government's Department for Education and Skills in March 2006, as a result of criticism from Members of Parliament and others, and dissatisfaction with certain aspects of the National Literacy Strategy in England. For reasons that are unclear, the remedy that the Review proposed, now adopted by Government, was the wholesale imposition on teachers of a narrow and reductionist approach to reading called `synthetic phonics'. Knowing the controversial nature of this approach, which has very dubious research backing, and faced with almost universal opposition to it, the Review needed to argue its case very persuasively indeed. This it did by making considerable use of the readily available and politically-inspired techniques of spin doctoring. In this article I analyse the language of the Review in an endeavour to illustrate how this was done.

Policy and research: Lessons from the Clackmannanshire Synthetic Phonics Initiative

Ellis, S. — 2007-11-20

This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's (2007) argument that literacy problems cannot be couched within a single paradigm's field of reference, and that policy makers need to consider evidence from different paradigms if they are to make robust decisions.

The logographic nature of English alphabetics and the fallacy of direct intensive phonics instruction

Strauss, S. L., Altwerger, B. — 2007-11-20

US government mandates to implement intensive phonics instruction in elementary classrooms invoke an alleged scientific superiority of this approach over more meaning-centered models. But curiously absent from this scientific enterprise is a study of the phonics system itself. Advocates of intensive phonics have not demonstrated that the commonly taught patterns are capable of imparting the desired amount of decoding abilities to developing readers. In fact, the English phonics system operates at a level of complexity that essentially defies teachability. The explanation for this level of complexity is the logographic nature of English alphabetics. Recent neuroimaging research does not independently support intensive phonics, despite claims to the contrary, because the capacity of magnetic resonance imaging (MRI) machines to identify brain regions used for decoding says nothing about the role of decoding in reading. Neuroimaging does not distinguish the phonological processing of a decoding model of reading from the graphophonic processing of a meaning-centered model. A recent multiclassroom study comparing distinct reading instruction practices found that letter-sound patterns were actually learned better by children in whole language classrooms than children in intensive phonics classrooms. We conclude that neither linguistic, neuroscientific, nor classroom research has demonstrated the superiority of intensive phonics over meaning-centered approaches to reading.

A pleasurable path to literacy: Can Steiner contribute to the literacy debate?

Burnett, J. — 2007-11-20

Although the recent publication of the Rose Report appears to draw a line in the sand that privileges synthetic phonics over other methods in the UK, history indicates a pendulum swing of preference between whole-word and phonics since the advent of mass education. Suggesting that the current `victory' for exponents of synthetic phonics is merely a temporary cessation of hostilities in long-standing `Reading Wars', this article introduces the idea that Steiner Waldorf teaching has, for generations, offered an approach to literacy that has consistently encompassed both phonics and `whole-word' teaching, combining this with a traditional `spelling' method. It outlines an approach in which emergent writing derived from speaking and listening provides an essentially meaningful initial activity for young children, offering them a pleasurable and easy pathway to reading and literacy. The article looks at innovative interpretations of Steiner's original indications regarding the teaching of writing and reading and recommends systematic research into existing practice in Steiner Schools.

`To be or not to be?': The politics of teaching phonics in England and New Zealand

Soler, J., Openshaw, R. — 2007-11-20

There is currently intense national and international interest in which particular methods of teaching reading are the most effective for early literacy acquisition. The great bulk of research work that is cited in these debates, however, focuses almost exclusively on the evaluation and comparison of particular programmes underpinned either by phonics or whole language approaches (Soler and Openshaw, 2006). Despite the fact that policy makers and literacy educators around the world are able to draw upon a common body of literacy research, there is a huge variation in the extent to which phonics is adopted as the major programme in different national contexts. This article provides a comparative study of the widely differing reception accorded the teaching of phonics in England and New Zealand respectively.

Book review: Michele Anstey and Geoff Bull, Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Australia: International Reading Association and the Australian Literacy Educators' Association, 2006. 148 pp. ISBN 13: 978--0-- 87207--586--3

Grant, P. — 2007-11-20

Book review: Cathy Nutbrown, Peter Hannon and Anne Morgan, Early Literacy Work with Families: Policy, Practice and Research. London, Sage Publications, 2005. 216 pp. ISBN 1--4129--0375--0 (pbk) $35.95, {pound}19.99. 256 pp. ISBN 1412903742 (hbk) $104.00, {pound}60.00

Timmons, V. — 2007-11-20

Call for Papers

2008-01-21