dc.contributor.author |
Jesson, Rebecca |
|
dc.date.accessioned |
2022-07-10T23:28:40Z |
|
dc.date.available |
2022-07-10T23:28:40Z |
|
dc.date.issued |
2022 |
|
dc.identifier.citation |
(2022). Literacy Forum, 27-35. |
|
dc.identifier.issn |
2324-3643 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/60333 |
|
dc.description.abstract |
In this article, I outline the Early Literacy Support (ELS) approach being developed by Reading Recovery in Aotearoa New Zealand, in partnership with teachers and schools. I detail the background to the approach, as well as the principles underpinning the design of the approach. In doing so, I identify the crucial role of the teacher expertise developed through Reading Recovery, the role of teacher collaboration and the need for ongoing evaluation and review to enable instruction that is increasingly responsive to learners, particularly those who find literacy learning a challenge at first. |
|
dc.relation.ispartofseries |
Literacy Forum |
|
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.title |
Contextualising expertise: The background and theory of Early Literacy Support |
|
dc.type |
Journal Article |
|
pubs.begin-page |
27 |
|
dc.date.updated |
2022-06-27T04:31:22Z |
|
dc.rights.holder |
Copyright: The author |
en |
pubs.end-page |
35 |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
|
pubs.elements-id |
909131 |
|
pubs.org-id |
Education and Social Work |
|
pubs.org-id |
Curriculum and Pedagogy |
|
pubs.record-created-at-source-date |
2022-06-27 |
|