This book provides masters students, teachers and researchers with a toolkit and theoretical framework for teaching literacy through children's literature. It features ideas for developing student and teacher experiences with literature and popular culture texts in the classroom, providing practical examples and teaching aids throughout.
In this informative and accessible book, Kathy Hall invites readers to explore and challenge their views on teaching reading and literacy. It encourages a critical reassessment of practices that can positively impact classrooms. Hall poses essential questions about how different reading experts interpret evidence regarding a child's reading abilities, the perspectives applicable in classroom settings, and how to promote a comprehensive understanding of literacy in primary education. By examining the case of eight-year-old Stephen, identified as 'under-achieving' in reading, Hall presents insights from renowned scholars such as Barbara Comber, Henrietta Dombey, Laura Huxford, and David Wray. Their suggestions for supporting Stephen's learning serve as a springboard for discussing various approaches to literacy, including psycho-linguistic, cognitive-psychological, socio-cultural, and socio-political perspectives. The book aims to inform teaching strategies while recognizing the complexity of literacy research, emphasizing that there is no single correct method for literacy development. Instead, it advocates for embracing multiple perspectives tailored to the diverse needs of learners, ultimately enriching the educational experience.