Young Children Reading

Rachael Levy worked as a primary school teacher in both London and Cambridge before undertaking her doctoral studies at the University of Cambridge. She is Lecturer in Early Years Education, at the University of Sheffield.

Introduction Structure of the book Overview of the book Becoming a Reader in a Digital Age Definitions of Reading The Cognitive-Psychological Perspective The Psycho-Linguistic Perspective The Sociopolitical Perspective The Sociocultural Perspective The Study Ethical Considerations The Research Methods: Designing the Tools The Role of the Researcher Data Collection Teacher and Parent Interviews Developing the Case Studies Summary Children's Perceptions of Reading: Defining 'Reading' in the Nursery The Nursery Cohort Perceptions of Being 'a Reader' in Nursery Perceptions of Being a 'Non-Reader' in Nursery David's Story: Integrated Perceptions of Reading Summary Children's Perceptions of Reading: Defining 'Reading' in Reception The Reception Cohort Perceptions of Being 'a Reader' in Reception Perceptions of Being a 'Non-Reader' in Reception Reading Words, Reading Pictures, Reading Whole Texts David's Story: Schooled Reading - Devoid of Meaning Summary Perceived Uses and Affordances of Book Texts The Affordance and Uses of Books Reading Scheme Texts: Proficiency Grading and Becoming 'a Reader' Reading Schemes: Discouraging Reading Summary Reading in Multidimensional Forms Digital Literacy Using Computers at Home and at School Reading Computer Texts Responding to Print on Screen Reading Print on Paper and Screen Reading Print in Multidimensional Forms Summary What Reading Means at Home and at School Introduction Developing Perceptions of Reading During the Nursery Year Moving into Reception: Changes in the 'Third Space' Parents: Confidence and Contention in the 'Third Space' Summary From Research to Practice Perceptions of Reading Role of Play The Teacher-Pupil Relationship Print-Reading and the Use of Reading Scheme Texts Digital Texts and New Technologies Summary Conclusion A Foundation Curriculum: Promoting Confidence in Reading Assessment Future Research Conclusion