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Teacher Talk

Welcome to Teacher Talk, where our authors 'talk' early literacy with teachers. You'll find practical classroom strategies and tips from real educators, as well as personal stories and innovative approaches to improving your teaching practice.

  1. When readers lose meaning: why comprehension strategy instruction is important

    When readers lose meaning: why comprehension strategy instruction is important
    Recalling her personal experience of losing meaning while reading and the strategies she used to get it back, literacy researcher Alison Davis argues that students need specific classroom instruction to help them access a range of comprehension strategies and lay the foundations for a lifetime of successful reading.
  2. Learning to read: tablets or traditional?

    Learning to read: tablets or traditional?
    What are the similarities and differences between reading traditional books and multimodal books and games on iPads? The iPad educational apps of levelled books and word games look very inviting. But in one research project a teacher, Carly Willamowski, found that five- and six-year-old struggling readers soon became tired of the apps and continually wanted interaction with the teacher.
  3. Literacy learning and the changing media world

    Literacy learning and the changing media world
    A recent survey into young children’s media use in the United States found that 20 years after the birth of the World Wide Web and a year or so after the first iPad sale, the media world that children are growing up in is changing at lightning speed. For literacy teachers this changing media world is of great interest and many people are exploring ideas in the area.
  4. Teaching effective literacy: engaging students in a shifting digital age

    Teaching effective literacy: engaging students in a shifting digital age
    Now that Developing early literacy: Assessment and teaching is in its second edition, the area that really engages me is how to teach early reading and child-centred approaches to learning. When most five-year-olds begin school they expect to learn to read quickly. How can we build on the knowledge that children bring to school, their interests, oral language, vocabulary and understanding of how print works?
  5. The reading process: what the reader brings

    The reading process: what the reader brings
    Have you ever tried the word tricks where numerals replace letters or where medial letters in words are rearranged? These demonstrate how highly skilled readers are so practised with text that they can still access meaning. They are a reminder of how much prior knowledge helps reader understanding.

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