Teaching the alphabetic principle: some tentative steps forward

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)