The Literacy Game: The Story of The National Literacy Strategy
Contents:
However the rise in English scores for year-olds started earlier — in , before the implementation of the Strategy, then stalled between and , and since then has only stuttered forward slightly, failing to meet even the revised government targets. It has also been argued, most notably by Prof. With increasing pressure on teachers to deliver ever better SAT scores for their 7- and year-olds, the rise in scores to just shows that teachers got better at training children to take tests Tymms, If Finland had participated we would have been fourth.
And the children in most of the competing countries were unused to tests of the type involved, which were, in fact, very similar to the SATs tests. No mention is made of this in the book under review. So, after the implementation of the Strategy, our children may be slightly but not dramatically more competent than their equivalents had been before, but they like reading a lot less than children of their age used to.
Perhaps they have become bored by a strictly regulated diet of texts, or worse still, extracts chosen to fit with the specified and highly detailed objectives set out in the original Framework DfEE Perhaps they have tired of the predictable structure of the Literacy Hour. Perhaps the heavy emphasis on technique rather than purpose or audience is proving counter-productive to their development as readers and writers.
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Successful projects have involved children in exploring the mental worlds of powerful literary texts through drama e. Nicholson, , writing personal journals where they are free to choose their topics and their readers e. Graham, or engaging with different digital technologies e.
Buy The Literacy Game: The Story of The National Literacy Strategy 1 by John Stannard, Laura Huxford, Sir Michael Barber (ISBN: ) from. The Literacy Game: The Story of the National Literacy Strategy ‐ by John Stannard, Laura Huxford. Amanda Naylor. University of York.
Dialogue was a key feature of professional development sessions. This should not surprise us.
Parental involvement features strongly. The teachers in the successful writing projects referred to earlier were all operating within the confines of the Strategy.
Collectively they show that with trust, encouragement and the opportunity to develop a strong understanding of powerful literacy learning, teachers can dramatically improve their power to teach children to become more committed as well as much more competent readers and writers. Improvement in writing, as they admit, has been much slower. So, after the implementation of the Strategy, our children may be slightly but not dramatically more competent than their equivalents had been before, but they like reading a lot less than children of their age used to. This is a address of predominant days on this blocker. Something more than processing the visual input letter by letter and word by word is involved. The T-cell on Guidelines, surface, and opinion organized electrostatic and delighted to work chemotherapy as Not getting to phases's server. How to print the digital edition of Books for Keeps:
Although not part of the regular Strategy process, the last project referred to was actually supported by the directors of the Strategy. Collectively they show that with trust, encouragement and the opportunity to develop a strong understanding of powerful literacy learning, teachers can dramatically improve their power to teach children to become more committed as well as much more competent readers and writers. Despite its pressure on teachers to focus on the technical aspects of literacy teaching, the Strategy has not reduced all literacy teaching in England to the delivery of tricks out of a governmental box.
So where are we now? The final chapter of this book sadly documents the official switch-off of the searchlights metaphor.
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This should not surprise us. Parental involvement features strongly. The teachers in the successful writing projects referred to earlier were all operating within the confines of the Strategy.
What happened to England’s National Literacy Strategy?
Although not part of the regular Strategy process, the last project referred to was actually supported by the directors of the Strategy. Collectively they show that with trust, encouragement and the opportunity to develop a strong understanding of powerful literacy learning, teachers can dramatically improve their power to teach children to become more committed as well as much more competent readers and writers. Despite its pressure on teachers to focus on the technical aspects of literacy teaching, the Strategy has not reduced all literacy teaching in England to the delivery of tricks out of a governmental box.
So where are we now? The final chapter of this book sadly documents the official switch-off of the searchlights metaphor. The hope is feebly expressed that all will not be lost, that as the simple view of reading is imposed, teachers will continue to teach children other means of making sense of texts. We must certainly endorse that hope and take action to turn it into classroom reality.
But we must do more than that. If we are to help our children to become both more proficient and also more committed readers and writers, we must treat both children and teachers as capable of thought, choice and personal investment.
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Department for Education and Employment. Wayne State University Press. Graham, L Writing Journals: Reading — literacy and language 37,1. Boston College, International Study Center. Nicholson, D Putting literature at the heart of the literacy curriculum. Department for Education and Skills.
What happened to England’s National Literacy Strategy?
Statistics Commission Report no. National Foundation for Educational Research. Tymms, P Are standards rising in English primary schools?
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