Teaching Early Reading and Phonics (2nd ed.)

Creative Approaches to Early Literacy

by Kathy Goouch, Andrew Lambirth

Subject categories
ISBNs
  • 9781473918894
  • 9781473998445
  • 9781473998438

Learning to read is an exciting and vital part of every child’s development.

The new edition of this book continues to provide trainees and teachers with a broad understanding of teaching reading and phonics, and equip them with the skills necessary to face the reality of the early years classroom in order to meet the needs of individual children.

With vital information on constructing relationships with young readers, and how to plan phonics within a rich, interactive and playful literacy pedagogy, the second edition now includes:

  • A brand new chapter on babies and early reading
  • More information on language acquisition and how children learn
  • A discussion of children with SEN
  • An appreciation for the rise of digital technologies in relation to reading

Whether you're training to become a teacher, or already working in the classroom this book is ideal for those who wish to embed the teaching of phonics into carefully selected high quality materials - particularly in children's literature.

  • SAGE Publications; October 2016
  • ISBN: 9781473998445
  • Edition: 2
  • Read online, or download in secure PDF or secure ePub format
  • Title: Teaching Early Reading and Phonics
  • Author: Kathy Goouch; Andrew Lambirth
  • Imprint: SAGE Publications Ltd
Subject categories
ISBNs
  • 9781473918894
  • 9781473998445
  • 9781473998438

In The Press

I think these authors have done a splendid job and have managed to produce a book that speaks persuasively, directly and clearly to fellow researchers/academics and teachers. It is a fabulous up-to-date critical analysis of current literature on which excellent ideas for practice and policy are grounded. Personally, I think the emphasis these authors place on the learning and care of the very youngest children is particularly fresh – not enough analysis or conceptualising is happening in this area and these authors, especially Kathy Goouch, have been pioneering in this regard. This book will therefore encourage that line of inquiry and support developments in practice. I also think it will be an invaluable resource for fellow researchers, doctoral students and those tasked with shaping policy on literacy, especially in England where new thinking is overdue in the policy field. I hope it proves to be required reading for diverse groups: academics (especially those in childhood studies and teacher education) practitioners and policy makers. I will certainly be recommending it to my colleagues and students.