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17 - How Teachers Contribute to Children’s Literacy Success

from Part II - Neurobiological and Ecological Markers

Published online by Cambridge University Press:  23 November 2023

By
David K. Dickinson ,
Carol McDonald Connor  and
Elizabeth Burke Hadley
Edited by
Ludo Verhoeven ,
Sonali Nag ,
Charles Perfetti  and
Kenneth Pugh
Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Sonali Nag
Affiliation:
University of Oxford
Charles Perfetti
Affiliation:
University of Pittsburgh
Kenneth Pugh
Affiliation:
Yale University, Connecticut
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Summary

This chapter opens with an introduction of a theoretical framework for understanding reading and its development, which is generally consistent across languages. In so doing, the central role of oral language development is emphasized in terms of its role in shaping later reading success. Furthermore, the complex layering of factors that shape instruction and learning is discussed in the light of the amount of variability we can attribute to teachers, by drawing on research carried out from a social policy perspective. It is shown that the answer to the question of teacher effects is hugely affected by the context in which learning occurs. In well-resourced countries, effects of teachers and teaching are important, but relatively subtle, whereas they are much more obvious in countries with few resources or substantial social challenges. In addition, the role of teachers in supporting acquisition of the language skills required for reading comprehension is discussed as we draw on a relatively small set of studies from around the world that examine the nuances of teacher-child conversations in a detailed manner.Finally, we turn to what many consider to be the heart of reading instruction – teaching children to translate printed words into meaning.

Keywords

literacy successteacherinstructioninterventionlanguage development
Type
Chapter
Information
Global Variation in Literacy Development , pp. 374 - 401
Publisher: Cambridge University Press
Print publication year: 2023

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