English and Literacies Learning How to Make Meaning in Primary Classrooms

This chapter initially defines the terms ‘reading’ and ‘viewing’ as social practices with meaning-making at their core and makes the point that viewing is defined in curriculum documents as an integral and important part of reading rather than separately. It includes a brief snapshot of the history of reading and the so-called ‘reading wars’. Building on the importance of the development of oral language as a precursor to literacy, as discussed in previous chapters, this chapter then focuses on how children learn to read before moving on to explore how teachers can help children with this learning. The centrality of explicit teacher modelling and scaffolding of the reading process are discussed. Early childhood and primary teachers need to develop a rich repertoire of reading strategies and provide a rich selection of texts and resources, coupled with explicit guidance and support, to enable them to meet children’s individual needs at different stages of their reading journey. A range of assessment strategies are also briefly introduced. Finally, a number of common myths about the reading process are considered in light of the ongoing debate about reading. Throughout the chapter the discussion will focus on the need for a balanced approach to learning to read with meaning-making at the centre of the process.