Prisca Martens's most powerful teacher has been her daughter Sarah. When Sarah at age four responded "I already know how to read" to the suggestion that this was something she would learn in kindergarten, Martens realized children's perceptions of literacy and of themselves as learners may differ from those of adults. Over the three years Martens observed and analyzed Sarah's reading and writing (ages two through five), Sarah helped Martens rethink her notions about literacy: what literacy is, how children learn literacy, and as Sarah entered kindergarten, what teachers can do to support and facilitate that learning in school. In I Already Know How to Read Martens documents how Sarah, through meaningful literacy experiences in her social community, understood literacy and invented reading and writing for herself. Numerous reading and writing samples, organized around broad research questions, present Sarah as an inquirer who actively constructs her understanding of literacy and ways to be literate. Martens recognizes that children's opportunities and experiences with print differ. But by looking closely at one child's literacy development, we learn how to see and understand the literacy development of others. The implications for the classroom are extraordinary-as Sarah taught her mother to see, her story will help practicing and preservice teachers to see as well.

I Already Know How to Read: A Child's View of Literacy

Education & Teaching

Martens, Prisca

Schools & Teaching

Heinemann

Critical Issues in Early Literacy

This volume adds in important ways to understanding the power and complexity of the forces in the lives of children that impact their literacy learning. The critical issues presented emerge from interpretivist research and thinking practices that are constructivist in nature. The chapters by researchers, teacher researchers, teacher educators, and teachers are antidotes to the present political context in which political agendas are being used to define literacy, literacy teaching and learning, and literacy research in narrow ways. Providing a rich source of information about how young children come to know reading and writing as a tool of communication in a range of social and cultural contexts, this book:*presents current research and thinking in the field;*documents research that is currently being ignored by many who make decisions about children’s learning;*values who children are and what they bring with them to school;*provides a useful tool for advocacy and for social action toward improving education in ways that can make a difference in the lives of young children; and*raises thoughtful issues for discussion. Critical Issues in Early Literacy is essential reading for early childhood teachers and prospective teachers, for teacher educators, for literacy researchers (including teacher researchers), for special educators, for those working with English-language and foreign-language learners, and for early childhood education administrators, advocates, and policy makers.

Critical Issues in Early Literacy: Research and Pedagogy

Reference

Goodman, Yetta

Words, Language & Grammar

Routledge

This volume adds in important ways to understanding the power and complexity of the forces in the lives of children that impact their literacy learning. The critical issues presented emerge from interpretivist research and thinking practices that are constructivist in nature. The chapters by researchers, teacher researchers, teacher educators, and teachers are antidotes to the present political context in which political agendas are being used to define literacy, literacy teaching and learning, and literacy research in narrow ways. Providing a rich source of information about how young children come to know reading and writing as a tool of communication in a range of social and cultural contexts, this book: *presents current research and thinking in the field; *documents research that is currently being ignored by many who make decisions about children’s learning; *values who children are and what they bring with them to school; *provides a useful tool for advocacy and for social action toward improving education in ways that can make a difference in the lives of young children; and *raises thoughtful issues for discussion. Critical Issues in Early Literacy is essential reading for early childhood teachers and prospective teachers, for teacher educators, for literacy researchers (including teacher researchers), for special educators, for those working with English-language and foreign-language learners, and for early childhood education administrators, advocates, and policy makers.

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