PREFACE ; LIST OF FIGURES ; LIST OF TABLES ; LIST OF PHOTOGRAPHS ; PART 1 - GORDON WINCH AND MARCELLE HOLLIDAY ; 1. A Balanced view of literacy ; 2. Towards a model of reading ; 3. Oral language ; 4. Word recognition: phonics, phonemes and phonemic awareness ; 5. Comprehension: the meaning of text ; 6. The reader and the text ; 7. Assessment in reading ; 8. The Effective Teaching of reading ; 9. Learning to read: the child before school ; 10. Learning to read: the early school years ; 11. Learning to read: the primary school years ; 12. Managing the literacy classroom ; PART 2 - L.LJUNGDAHL AND P. MARCH ; 13. Writing ; 14. The importance of writing in our society ; 15. The writing developmental continuum ; 16. Grammar ; 17. Punctuation ; 18. Spelling ; 19. Handwriting ; 20. Assessment of writing ; 21. Multiliteracies & technlogy ; 22. Teaching writing in the classroom ; PART 3 - LITERATURE - ROSEMARY ROSS JOHNSTON ; 23. Language, Literature, Literacy and the Australian National Curriculum ; 24. The Literature continuum and Deep Literacy ; 25. Children's literature in the Australian Context ; 26. Literature and Critical Literacy ; 27. Digital Literacies and Literature ; 28. Theory Informing Practice, Practice Informing Theory ; 29. Fairytales: Still a Pervasive Paradigm ; 30. Picture books and Poetry ; 31. Visual Literacy: Reading the World of Signs ; 32. LIterature as world community: first and second language learners ; 33. A Forum: Social Issues, History and Fantasy ; 34. The Organic Classroom: A locus of creative literacy practices ; 35. Conclusion ; APPENDIX: KEY AUSTRALIAN LITERACY CONTACTS ; APPENDIX: UPDATE TO NATIONAL CURRICULUM ; APPENDIX: OXFORD WORDLIST ; BIBLIOGRAPHY ; GLOSSARY
Gordon Winch is author and educational consultant. He was previously Head of the Department of English at Kuring-gai College of Advanced Education, now the Lindfield campus of the University of Technology, Sydney. Rosemary Ross Johnston is Professor and Head of Education in the Faculty of Arts and Social Sciences at the University of Technology, Sydney. She is Founding Director of the Australian Centre for Child and Youth: Culture and Wellbeing. Paul March is an Associate of the Centre for Child and Youth: Culture and Wellbeing at the University of Technology, Sydney and former Senior Lecturer within the School of Teacher Education at the University of Technology, Sydney. Lesley Ljungdahl is Senior Lecturer in the Faculty of Arts and Social Sciences at the University of Technology, Sydney. Marcelle Holliday is education consultant, writer of online learning materials, and lecturer at the Australian Catholic University, New South Wales.