Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26533
Title: Teaching the alphabetic principle: some tentative steps forward
Contributor(s): Cox, Robyn  (author)orcid ; Feez, Susan  (author)orcid ; Beveridge, Lorraine (author)
Publication Date: 2019
Handle Link: https://hdl.handle.net/1959.11/26533
Abstract: Each of the chapters in this book provides a different perspective on the alphabetic principle, its place in literary development, and its place in pedagogies for fostering the development of reading and writing in the early years. The authors of these chapters have demonstrated that different, even contested, perspectives can be considered in concert, without resorting to clichéd labels and metaphors associated with conflict. Nevertheless, the question remains: how can teachers draw on the contribution made by each of these authors, and the diverse perspectives they present, in ways that will enhance classroom practice and students’ reading and writing achievement? In formulating an answer to this question, it is important to remember there is unlikely to be one right answer: The media are once again hooked in to the recurring argument about literacy teaching, dressed up now as ‘phonics’ versus ‘whole language’ and preoccupied as always with the fortunes, and misfortunes, of individual children and their parents. It seems there has to be one best method, for all contexts and all occasions. But we know very well that there is not. Occasions vary; and, more importantly, children vary: they do not all learn in the same way…learners vary in their ways of learning- not randomly, but along certain general lines of variation; and one noticeable variable is whether they prefer bottom-up or top-down strategies (or are equally happy with both). Every classroom needs to allow for these two angles of vision; and teachers (who also vary in their preferences) need to feel comfortable with both. (Halliday, 2005, p.vii)
Publication Type: Book Chapter
Source of Publication: The alphabetic principle and beyond: Surveying the landscape, p. 166-183
Publisher: Primary English Teaching Association Australia (PETAA)
Place of Publication: Marrickville, Australia
ISBN: 9781925132472
1925132471
9781925132489
Fields of Research (FoR) 2008: 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
Fields of Research (FoR) 2020: 390303 Higher education
390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objective (SEO) 2008: 970113 Expanding Knowledge in Education
950202 Languages and Literacy
Socio-Economic Objective (SEO) 2020: 280109 Expanding knowledge in education
130202 Languages and linguistics
280114 Expanding knowledge in Indigenous studies
HERDC Category Description: B1 Chapter in a Scholarly Book
WorldCat record: http://www.worldcat.org/oclc/1088729766
Editor: Editor(s): Robyn Cox, Susan Feez and Lorraine Beveridge
Appears in Collections:Book Chapter
School of Education

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