The description of the authors in the introduction of this book assures the reader that they have many years of experience in the field of education and their aim is to give teachers "fundamental principles for teaching literacy, using current curriculum guidance." Inspired by this noble motive, they have produced an informative text, part one of which provides a review of both the teaching and academic research that culminated in the National Literacy Standard.
Part two focuses on the classroom practices of three Key Stage 1 teachers working in inner-city schools where the majority of children do not speak English at home. There is a thoughtful analysis of the lesson observations, although the authors acknowledge that even a detailed account cannot be as valuable as watching first hand. There is also discussion on the teachers' understanding of how best to facilitate their pupils' learning with the conclusion that successful practice grew from an understanding of early literacy development and the value of planning for individual needs.
The authors hope the accounts of varying approaches will be of particular interest to newly qualified teachers because the experts have the confidence to trust their own judgment on the National Literacy Standard and to adapt their teaching accordingly.
This text is more likely to be valued as a historical analysis than as having contemporary, practical value, but it can be reassuring to read that effective practice does indeed exist amid the sea of change that is educational theory.
