ABSTRACT
In this chapter, I want to explore the experience of two children as they learnt to punctuate during year 1 and year 2. The children responded in very different ways to the challenge and reached quite different points in their development. Part of the function of this chapter is to describe their pathways and to explore the factors that might account for the differences. The study from which the material is drawn was completed before the inception of the National Literacy Strategy and, at the end of this chapter, I will be considering the extent to which the methodology and content of the National Literacy Strategy’s Framework for Teaching might or might not make a difference to the progress of such children in the future.
