ABSTRACT

With the government’s interest in literacy standards so prominent in our thinking, this book focuses upon the issues directly related to the acquisition of literacy skills. Most teachers agree that this should be the main focus of our teaching in the classroom for young children. The importance of developing the ability to read and write has always been the priority for infant teachers. With the introduction of a fuller, statutory curriculum at Key Stage 1, some teachers conscientiously introduced the wider and more complete programmes of study into their classrooms without having the confidence to use the potential for each subject area as a vehicle for the teaching of literacy skills. The content of the subjects became the driving force and teachers clung on to the complexity of completing the curriculum required rather than using it to support their work.