Teaching Reading by Writing

Chapter
Part of the International perspectives on early childhood education and development book series (CHILD, volume 7)

Abstract

Developmental Education for young children offers teachers a theoretical framework and practical instruments to master the appropriate teaching methods for the promotion of young children’s learning and development. For literacy development a number of specific manuals and descriptions of good practices are provided. Reading and writing in Developmental Education are essentially conceived of as communicative activities. Young children use symbolic means for communicating in play-activities, story-telling, drawing, outdoor games, mathematics and writing. Writing is an important cultural communication tool for children, which also creates a powerful motive for reading.

This chapter focuses on the active role of the teacher in creating a balanced literacy curriculum in which pupils can develop their own voices as readers and writers, and can learn to use conventional reading and writing strategies at a high level. Some research results on literacy education will be described.

Keywords

Picture Book Basic Development Literacy Activity Writing Activity Informational Text 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Au, K. (1993). Literacy instruction in multicultural settings. Fort Worth: HBJC Publishers.Google Scholar
  2. Damhuis, R., & Litjens, P. (2001). Creating practices with real opportunities for oral language learning. Presentation 11e EECERA-conference 2001, Alkmaar, the Netherlands.Google Scholar
  3. de Haan, D. (2008). Leerzaam en betekenisvol taalonderwijs [Informative and meaningful language education]. In J. van der Zwaard, S. van Oenen, & M. Huisman (Eds.), Zonder wrijving geen vooruitgang (pp. 75–81). Apeldoorn: Garant.Google Scholar
  4. Duijkers, D. (2003). Betekenisvolle woordenschatontwikkeling, een kwestie van interactie, cultuur en context [Meaningful vocabulary acquisition, a matter of interaction, culture and context]. Amsterdam: VU University.Google Scholar
  5. Ehri, L. C. (2001). Phonemic awareness instruction helps children learn to read. Reading Research Quarterly, 36, 250–287.CrossRefGoogle Scholar
  6. Fijma, N., & Pompert, B. (2002). Unity in pedagogigal concept; diversity in teaching methods in dealing with heterogeneity. Paper 5e ISCRAT-congress 2002 Amsterdam.Google Scholar
  7. Fijma, N., & Pompert, B. (2007). Assisting young writers in meaningful play-board activities. Paper 17e EECERA-conference 2007, Praag.Google Scholar
  8. Harskamp, E., & Suhre, C. (2000). Praktijkbrochure Ontwikkelingsgericht lezen. Lesportretten en leerresultaten [Promoting reading development in school – a practical brochure]. Groningen: GION.Google Scholar
  9. Nelson, K. (2007). Entering the symbol world. In K. Nelson (Ed.), Young minds in social worlds (Chap. 6, pp. 149–178). Cambridge, MA: Harvard University Press.Google Scholar
  10. Poland, M. (2007). Bergopwaarts in taalontwikkeling. Ontwikkelingsgericht Onderwijs [Reaching higher in language development in Developmental Education]. De wereld van het jonge kind, 35(3), 79–82.Google Scholar
  11. Pompert, B. (2004). Professional growth of teachers: How to create a zone of proximal development. Paper 14e EECERA-conference Malta.Google Scholar
  12. Pompert, B. (2008). Een goede schrijver ben je niet, dat word je [One isn’t a good writer, but becomes one]. In D. de Haan & E. Kuiper (Eds.), Leerkracht in beeld (pp. 124–133). Assen: Van Gorcum.Google Scholar
  13. Pompert, B., & Janssen-Vos, F. (2003). From narrator to writer. Promoting cultural learning in early childhood. In B. van Oers (Ed.), Narratives of childhood (pp. 127–145). Amsterdam: VU University Press.Google Scholar
  14. Suhre, C. (2002). Functioneel lezen en schrijven in de groepen 3 en 4 [Functionally reading and writing in grades 3 and 4]. Groningen: RION.Google Scholar
  15. Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge: Cambridge University Press.Google Scholar
  16. van der Pol, C. (2010). Prentenboeken lezen als literatuur [Picture book reading as literature]. Delft: Eburon.Google Scholar
  17. van Oers, B. (2002). Portfolio’s. Naar een andere manier van kijken naar kinderen [Portolio’s: towards a new way of evaluating children’s work]. Jeugd in school en Wereld, 87(4), 37–40.Google Scholar
  18. van Oers, B. (2003). Multiple narratives of childhood: Tools for the improvement of early childhood education. In B. van Oers (Ed.), Narratives of childhood (pp. 9–26). Amsterdam: VU University Press.Google Scholar
  19. van Oers, B. (2008). Continuïteit in ontwikkelingsgericht onderwijs [Continuity in Developmental Education]. In D. de Haan & E. Kuiper (Eds.), Leerkracht in beeld. Ontwikkelingsgericht Onderwijs: theorie, onderzoekpraktijk (pp. 13–20). Assen: Van Gorcum.Google Scholar
  20. Vygotsky, L. S. (1978). The prehistory of written language. In L. S. Vygotsky (Ed.), Mind in society: The development of higher psychological processes (Chap. 7, pp. 105–119). Cambridge, MA: Harvard University Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2012

Authors and Affiliations

  1. 1.De Activiteit, National Centre for Developmental EducationAlkmaarThe Netherlands

Personalised recommendations