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Literacy, 5th Edition

Gordon Winch, Paul March, Lesley Ljungdahl, Marcelle Holliday and Johnston Rosemary Ross

ISBN / EAN: 9780195521160
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ISBN: 9780195521160
Literacy, 5th Edition
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ISBN / EAN: 9780195521160
This textbook is prescribed for the following courses:
Use our Textbook Finder to find the rest of your Textbooks!
ISBN: 9780195521160


Literacy: Reading, Writing and Children's Literature, Fifth Edition is most comprehensive text in English Education for pre-service teachers. It covers the whole literacy curriculum: reading, writing, speaking, listening and viewing and illustrates how pre-service teachers can use theory in their classrooms.

Publisher Description

Literacy: Reading, Writing and Children’s Literature fifth edition is the most comprehensive text in English Education for pre-service teachers. It covers the whole literacy curriculum: reading, writing, speaking, listening and viewing and illustrates how pre-service teachers can use theory in their classrooms. This accessible text is rich with practical examples, classroom scenarios, and revision questions help readers to put theory into practice. Teaching examples highlight effective assessment practices and it demonstrates how to teach to a range of learning abilities from beginning through to accomplished.
Each print copy of Literacy: Reading, Writing and Children's Literature comes with a free obook - an integrated, online ebook with extra content and resources built in.

New to this edition Multiliteracies content integrated throughout entire text Coverage of visual literacy, social media and iPad usage More content covering Early Childhood Includes teaching examples to highlight effective assessment practices
The inclusion of end of chapter feature “take a test” functions as a way that pre-service teachers can test their own literacy knowledge with answers provided at the back of the book. Links to the Australian curriculum and Early years learning framework Children’s literature section revised to be more student friendly with a focus on early years education

Author Biography

Gordon Winch, Educational Consultant, previous Head of the Department of English at Kuring-gai College of Advanced Education, now the Lindfield campus of the University of Technology Rosemary Ross Johnston, Professor and Head of Academic Group and Founding Director of the Australian Centre for Child and Youth: Culture and Wellbeing, University of Technology, Sydney Paul March, Educational Consultant and Associate Professor, Centre for Child and Youth: Culture and Wellbeing, University of Technology Sydney Lesley Ljungdahl, Senior Lecturer, University of Technology Sydney Marcelle Holliday, Australian Catholic University

Table of Contents

ART 1: READING Section 1: What is Reading?

  1. A Balanced View of Reading What is reading? A balanced approach in the Australian Curriculum: English Research and the teaching of reading The two compatible views The balanced view of reading

  2. Towards a Model of Reading Understanding reading The contexts in which we read The texts we read The knowledge we need in order to read The skills readers use Reading digital texts The basic strategies of reading Putting it all together for effective reading

Section 2: Key Elements in Learning to Read

  1. Oral Language Language as social practice Oral language Learning English as an additional language or dialect (EAL/D learners) How context influences language use Vocabulary Oral language and learning Questioning Oral language and reading

  2. Word Recognition: Phonics, Phonemes and Phonemic Awareness Recognising words The writing system of English Phonemes and allophones Regular features of English orthography The sound system of English Phonemic awareness and phonological awareness Phonics, a vital tool for word recognition The school literacy program

  3. Comprehension: Meaning of Text The quest for meaning Keeping things in perspective Skills and strategies How readers operate Text and the locus of meaning Schools of literary criticism and meaning Teaching comprehension

  4. The Reader and the Text Different types of texts Concepts about print Constructing meaning from text Text and context How language and image interact in text Grading or levelling texts

Section 3: Planning and Teaching Reading

  1. Assessment in Reading What is assessment? Purposes of assessment Assessment in the school and classroom A teaching/learning cycle When to assess? Forms of reading assessment Outcomes-based assessment Authentic assessment Reading checklists, reading profiles and cumulative assessment files Running records Diagnostic assessment Selecting assessment strategies Assessment and the Australian Curriculum Assessment at state and national levels Can we improve our results in national and international assessments?

  2. The Effective Teaching of Reading What do effective teachers do? Teaching strategies

  3. Learning to Read: The Child Before School Reading development Learning to read The early literacy experience The role of the parent in early literacy Early literacy in the community In the home, preschool classroom or library

  4. Learning to Read: The Early School Years The emergent reader: An example with Shared Reading The developing reader: An example with Guided Reading The developing reader: An example with Independent Reading Matching books to children

  5. Learning to Read: The Primary School Years The middle primary years Teaching strategies for the middle primary years The later primary years Teaching strategies for the later primary years Reading roles in the primary years The Literacy Session

  6. Managing Literacy in the Classroom Planning and programming Resources Grouping students Students with special learning needs The Literacy Session


  1. The Role of Writing Context of culture and context of situation Audience and purpose What is writing? The power of language The evolution of language Multiliteracies English now Literacy and computers

  2. The Importance of Writing in Our Society What makes writing important? Learning through writing Writing as a creative process Different styles of writing for different purposes Other common text-type structures

  3. The Writing Developmental Continuum Overview of the writing continuum Literacy before school Literacy at school Characteristics of experimental/early writing The developing writer The proficient writer

  4. Grammar What is grammar? Why teach grammar? Traditional and functional grammar Teaching grammar Classroom ideas for teaching grammar Verbs Grammar and language

  5. Punctuation Why we need punctuation Punctuation and personal style The history of punctuation Teaching punctuation Scope and sequence of teaching punctuation Effective literacy practices Modern punctuation

  6. Spelling The teaching of spelling skills The stages of spelling development English orthography Phonics and spelling Learning styles and spelling strategies Teaching spelling and effective classroom practices Using the dictionary, the thesaurus and word banks Spelling and the future

  7. Handwriting The processes of handwriting Teaching handwriting Foundation and modern cursive styles Classroom practice

  8. Assessment of Writing Assessment, evaluation and reporting Assessment of writing in the classroom Student self-assessment

  9. Multiliteracies and Technology Using ICT to enhance teaching and learning Teaching e-literacies 21st-century learners The potential of ICT

  10. Teaching Writing in the Classroom A sociolinguistic approach The genre approach The process approach Knowledge about language Multiliteracies The importance of spoken language The curriculum cycle Response: The writing conference Students experiencing learning difficulties The importance of planning


  1. Literature, The Curriculum and 21st Century Literacy What is literature? Ideas of ‘language’, ‘reading and ‘text’ Literature, language and story Children’s literature and the literature continuum Language, literature and being Literature and digital literacy

  2. Starting Out: Introducing the Book The literary toolkit: What you need to know when introducing books Goals: Starting off on the artistic continuum The importance of theory The pattern of narrative: The idea of the quest and the home-away-home story, and intertextuality Place as part of identity Your students’ journey

  3. Early Childhood Literature and Engaged Play ‘Babies Need Books’ Books as ‘virtual space’ An uninhibited multimodal continuum that matters Making it relevant for very young readers ‘Engaged play’

  4. Literary Literacies Digital literacy Cultural literacy How texts work Deep literacy

  5. Children’s Literature in an Australian Context Historical and geographic contexts Representations of Australia in early children’s books Books for young adults Australian poetry for children Australian picturebooks Books as ways of seeing and knowing ourselves and others Early writings of Indigenous stories Indigenous writing of Indigenous stories Stories of the Asia-Pacific

  6. Fairy tales a Pervasive Paradigm Fairytales as the province of children Children’s literature and oral traditions Archetypes The birth of the fairytale in literature Characteristics of the fairytale Sanitising fairytales Interpretations of fairytales Characteristics of contemporary retellings

  7. Picture Books and Poetry Visual and verbal art Verbal and visual languages of picturebooks Picturebooks and poetic language Formalism (and how it helps understandings of what poetry does) Summary of specific characteristics of picturebooks Children’s poetry

  8. Visual Literacy: Reading the World of Signs Significance and heritage What is visual literacy? Interpreting visual language The language of gesture The visual chronotope

  9. Building Community: First and Second Language Learners and Indigenous Students Literature and identity Finding common ground Word magic: The power of language Teaching Indigenous children

  10. A Forum: Social Issues, History and Fantasy History and fantasy and social issues The environment and sustainability An ethics of hope

  11. The Organic Classroom: A Locus of Creative Literate Practices The organic class Enhancing learning space Assessment in the organic class

  12. Conclusion and Beginning Osmotic research and practice Children’s literature as theatre Soul and the ethics of hope Connecting communities Starting your practice

Appendix 1: Answers to Take a Test Appendix 2: Oxford Wordlist

Product Details

Gordon Winch, Paul March, Lesley Ljungdahl, Marcelle Holliday, Johnston Rosemary Ross
College/Higher Education
Country of Publication
222 illustrations
Reading, Writing and Children's Literature
Oxford University Press ANZ
Publication Date