ABSTRACT
This chapter draws on a completed systematic review of literacy teaching in the 4 to 14 age range of mainstream schooling, a narrative review of evidence pertaining to the early years of school. It also discusses several other reviews of and studies in the field in an attempt to understand the expertise of successful literacy teachers. As a research field, limited methodologies for synthesising across qualitative studies. Literacy is not sealed off from other curricular activities but rather is woven skilfully. Maximum time and opportunities were created for learning and time consuming, non-demanding tasks were minimised. Students received a lot of positive reinforcement for their efforts and accomplishments, both privately and publicly. Students were also consistently encouraged to work cooperatively. Effective literacy teachers promoted self-regulation in their classrooms. Many of the effective teachers in the studies had a strong core of professional knowledge. Teachers were able to relate their philosophies and beliefs to the individual needs of students.
