Available as downloadable pdfs to subscribers, these papers have been developed by groups of UKLA members, usually based on the work of UKLA’s Special Interest Groups and give an up-to-date outline of the Association’s views on current topics. Each paper includes practical classroom suggestions and selected lists of references for further reading.
This paper addresses young children’s understanding and competence in communication, language and literacy. With the publication of the government’s Early Years Foundation Stage document, this is an opportune time to examine the development of literacy from birth to five and to determine how communication and language are inextricably linked with literacy practices for carers and early years practitioners. To understand the holistic nature of young children’s literacy learning, reference needs to be made to children’s experiences at home and within their communities, prior to any pre-school provision. Home literacy practices are embedded in social interactions, which are shaped by the communities within which the children grow and develop. This is becoming an increasingly complex issue. Twenty-first century children’s experiences of literacy are influenced by the changing digital communication landscape and these need to be taken into consideration. In terms of pedagogy, the publication of the Independent Review of Early Reading (generally known as the Rose Report) has significant implications for practitioners engaged in supporting young children’s literacy development. This paper will review these issues and outline ways in which early years educators can support children’s literacy development from their earliest years. Login or register to download your copy.
The term ‘literacy’ conveys, to some people, a rather narrow conception of reading and writing for instrumental purposes, to achieve practical ends. But this paper presents a wider view – one that includes reading and writing for aesthetic and personal satisfaction and for enlarged understanding as well as for practical purposes. The breadth of this view makes it important to consider the nature of the texts that teachers encourage children to read and write, not just in terms of their contribution towards development of fluency, but for the meanings they permit young readers and writers to encounter and construct. Login or register to download your copy.
Multimodality is a relatively new term in the literacy vocabulary. Transformations in communications mean not only that the acts of ‘reading’ and ‘writing’ have to be redefined, with attendant implications for the English curriculum, but also that the texts which are included in the reading and writing curriculum deserve re-appraisal. Since the revised Framework now encourages reading and writing on page and on screen, this paper offers an accessible outline of just what multimodality means, with practical advice on how to build on and extend children’s experience of a range of multimodal texts in the primary and secondary classroom. Login or register to download your copy.
It is now over 40 years since Wilkinson (1965) first coined the term ‘oracy’ and argued for its inclusion in our conception of literacy. Since then a recurring and consistent message from research, curriculum development projects, national initiatives and inspection reports has been that speaking and listening is an essential part of literacy (e.g. DfEE, 1998:8). The Rose Report (2005) highlights the value of cooperative learning in language rich contexts and the QCA (2005) emphasises both the cognitive and social importance of spoken language. This paper outlines the priorities and principles for introducing and sustaining talk for learning in primary and secondary classrooms. Login or register to download your copy.