ABSTRACT
Over recent years there has been much training and writing on the subject of literacy teaching. The National Literacy Strategy Framework for Teaching (DfEE 1998) shows how literacy learning ‘should’ develop through the primary years and teachers have been inundated with support on ‘how to’ teach the National Literacy Strategy (NLS). Careers have been created around the implementation of the strategy and its impact has been seen in improving test results. Yet, there is still a group of children for whom literacy in school remains beyond their grasp. Luke (1998) argues that for too long the debates around literacy have been centred on method. He says that this debate
presupposes that the literacy-related problems encountered by students and teachers in classrooms are indeed questions of method, questions that can be resolved by finding the right method.
