What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy

Abstract

Abstract This article explores the fine detail of practice by three teachers, all recognised as effective teachers of literacy. The three were observed during nine literacy lessons (three lessons each), working with Year 2 classes (6/7‐year‐olds) in successful inner‐city primary schools in the south of England. Data collection took place in 2003, just as their schools were moving away from the close early prescription of the National Literacy Strategy (NLS). Follow‐up visits were made in 2005. My initial interest had been in what these three teachers did with the NLS in order to motivate pupils and ensure high pupil attainment. Following observations, interviews and coding of teacher–pupil interaction, it became clear that The NLS Framework for Teaching was not the driver of their success but a valuable vehicle for subtle and intuitive teacher behaviours that grew from a detailed understanding of how children develop as readers and writers. Implications for training student teachers to marry theoretical understanding with the expectations of a prescribed curriculum for literacy are discussed.

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