Just what is Standard English? Is it correct English? Should grammar be taught? The answers to such questions invariably provoke controversy. In this handy A to Z guide to language and literacy, Ronald Carter unpicks the meaning of key terms like `proper English', `real books', `text', and `discourse', and the ways in which concepts are used - and abused - by teachers, politicians, linguists, journalists and employers. Each concise definition is cross-referenced, and supported by extensive examples and by references to further reading. Designed as a dictionary, but possessing an encyclopedic range, Keywords in Language and Literacy, provides an invaluable guide to the debates surrounding language and literacy. An indispensible book for all teachers and students of language and education, and anyone interested in the place of language in schools.

Organic vocabulary is a term that describes a child’s inner source of thoughts. Based on the early work of Sylvia Ashton-Warner in New Zealand with Maori children, organic vocabulary can help promote early literacy among children who have little connection and prior experiences with print. This book connects the early research and methodology to today’s classrooms. These connections are applied to Title 1 schools (indicating low socioeconomic status), second language learners, and children with multiple levels of ability and adverse risk factors.

This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.

This accessible text is about the most exciting and important aspect of human development - language in the early years (O-8). The book is aimed at carers, parents, teachers and other professionals who work and play with young children.

Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.

'Communication, Language and Literacy From Birth to Five' helps the reader develop their knowledge, skills and practice in encouraging and promoting communication, language and literacy for babies and young children.

This book supports trainee teachers in the Lifelong Learning Sector in the assessment of their literacy knowledge. A self-audit section is included to help trainees understand their level of competence and confidence in literacy and will help them identify any gaps in their knowledge and skills. This is followed by exercises and activities to support and enhance learning. The book covers all the content of the LLUK standards for the minimum core for literacy. Coverage and assessment of the minimum core have to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status.

Praise for First Edition: "'Key Issues in Secondary Education" addresses crucial cross-curricular issues which are central to secondary schooling in the new millennium. We are confident that this book will make a major contribution to the understanding of new teachers as they grapple with issues that go beyond subject boundaries and as they explore the fundamental issues which affect schools and young people today."- Donald McIntyre and Mike YoungerThis eagerly awaited second edition has been fully up-dated and revised with new chapters on the nature and measurement of intelligence and issues of race and racism in school and society. Other chapters addressing the rapidly changing world of educational policy and innovation have been substantially rewritten to take account of recent developments and current debates. All contributors write clearly and accessibly, without over-simplifying the complexity of the issues or the value they pose.

In a time of pressures, challenges, and threats to public education, teacher preparation, and funding for educational research, the fifth volume of the Handbook of Reading Research takes a hard look at why we undertake reading research, how school structures, contexts and policies shape students’ learning, and, most importantly, how we can realize greater impact from the research conducted. A comprehensive volume, with a "gaps and game changers" frame, this handbook not only synthesizes current reading research literature, but also informs promising directions for research, pushing readers to address problems and challenges in research design or method. Bringing the field authoritatively and comprehensively up-to-date since the publication of the Handbook of Reading Research, Volume IV, this volume presents multiple perspectives that will facilitate new research development, tackling topics including: Diverse student populations and sociocultural perspectives on reading development Digital innovation, literacies, and platforms Conceptions of teachers, reading, readers, and texts, and the role of affect, cognition, and social-emotional learning in the reading process New methods for researching reading instruction, with attention to equity, inclusion, and education policies Language development and reading comprehension Instructional practices to promote reading development and comprehension for diverse groups of readers Each volume of this handbook has come to define the field for the period of time it covers, and this volume is no exception, providing a definitive compilation of current reading research. This is a must-have resource for all students, teachers, reading specialists, and researchers focused on and interested in reading and literacy research, and improving both instruction and programs to cultivate strong readers and teachers.

This book constitutes revised selected papers from the 4th European Conference on Information Literacy, ECIL 2016, held in Prague, Czech Republic, in October 2016. The 52 full and 19 short papers presented in this volume were carefully reviewed and selected from 259 submissions. They were organized in topical sections named: inclusive society and democracy; employability and workplace; various literacies; reading preference: print vs electronic; theoretical aspects; higher education; discipline based studies; research methods; children and youth; country based studies; academic libraries; librarians; and teaching methods and instruction.