The Learning and Teaching of Reading and Writing provides a unique description of teacher–pupil interaction during the Literacy Hour in high–performing schools. It is based on detailed observations in inner–city primary schools that were recognised as effective and improving. The analysis is informed by contemporary research into the development and teaching of early literacy. The book provides practice–based examples of how teachers and schools might adapt their delivery for literacy as they move to greater creativity in their teaching of reading and writing. The reader is provided with background commentary and research underpinning the teaching of literacy in English primary schools. This is then correlated to microanalysis of the classroom practice of three expert teachers, and discussion of the effective features of their school settings. An important theme running throughout the book is how the three teachers were able to make exceptional provision for their pupils,...
