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The early intervention solution : enabling or constraining literacy learning

Woods, Annette F. & Henderson, Robyn (2008) The early intervention solution : enabling or constraining literacy learning. Journal of Early Childhood Literacy, 8(3), pp. 251-268.

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Abstract

Current policy, media and curriculum initiatives across Western nations are drawing literacy and literacy pedagogy toward enticingly simplistic understandings of literacy as commodity. Increasingly they focus on ‘fixing’ perceived literacy problems by assuming the primacy of early years literacy and ‘top-up’ intervention programs. In the wash-up of these narrow policies failing in their primary mission, it is important that literacy researchers and educators consider expanding notions of literacy rather than returning to ‘old’ solutions for new issues. This paper revisits a prior critique of Reading Recovery as a solution to failure to learn school-based literacy. Using data collected as part a larger study into constructions of literacy failure, we analyse the shifting ‘ways to be a reader’ required of one student during a Reading Recovery lesson. We argue that the competence required to negotiate various literacy learning contexts across one morning of learning adds to the complexity of school-based literacy learning as much as it might provide support.

Impact and interest:

4 citations in Scopus
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ID Code: 19643
Item Type: Journal Article
Additional URLs:
Keywords: literacy, literacy pedagogy, intervention, early years, Reading Recovery
DOI: 10.1177/1468798408096482
ISSN: 1468-7984
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
Copyright Owner: Copyright 2008 SAGE Publications
Deposited On: 22 Apr 2009 08:38
Last Modified: 11 Nov 2013 08:56

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