Teaching Primary English

This book is impressive in its scope and content. I highly recommend this book as the ‘go to’ text for Primary English. Every aspect of teaching English in today’s classroom is thoughtfully and clearly presented in well-defined chapters. There is breadth in the discussions, clarity in the analysis of research and reassurance in the suggestions for practical application. Terminology is clearly explained and useful summaries are provided for each aspect presented. There is an excellent balance of academic background and practical advice. I think this is one of the best Primary English texts that I have read. It deserves a place on every teacher’s bookshelf.

Anne Bradley, Lecturer, Plymouth Marjon University, UK

This book successfully integrates theory, principles and practice across a wide range of elements of English teaching, highlighting strategies to support teachers and enthuse their pupils. The authors share such wisdom with their readers based on their own experiences and knowledge from their perspectives as teachers and researchers, which results in this book being able to offer clear and constructive advice, well justified in the suggestions it offers. I couldn’t recommend this book highly enough to experienced and new teachers: the ideas, resources and explanations that are given throughout this book will encourage and enthuse all those involved in Primary English education.

Lyndsay Gray, Senior Lecturer, Sheffield Hallam University, UK

Teaching Primary English is an excellent text book for both ITE students and practicing teachers. It makes clear and explicit links between research and classroom practice giving useful examples that can be used within the classroom. It contains links to additional resources that will benefit teachers and their classes. It is a book that will allow students to develop a passion for English and the knowledge and understanding of how to instil this in the children they teach. It will be essential reading for the courses that I teach.

Sarah Smith, Primary ITE Programmes Leader, University of Greenwich, UK

This text is invaluable for anyone teaching or training to teach primary English. It is a comprehensive and accessible wealth of information and ideas to develop engaging and inspirational English teaching. Seminal and current research is clearly presented to enable deep understanding and practical application. A positive yet discerning perspective often challenges as it explores what is pivotal to truly effective teaching and learning in English.

Karen Tulloch, Senior Lecturer, St Mary's University, UK

Essential reading for all students studying primary English as part of their initial teacher training courses. Theoretical perspectives, practical suggestions and online materials combine to offer the reader a comprehensive guide to teaching English in the primary classroom which will inspire and enthuse teachers everywhere.

Suzanne Horton, Subject Leader, University of Worcester, UK

It is rare to find a textbook that delivers on so many levels. It is the perfect go-to text for teachers, student teachers, and tertiary educators. Reedy and Bearne have integrated theoretical perspectives with explicit links to teaching and learning, and in the process, offered a comprehensive, richly textured, and engaging probe into current exemplary practice. The book has a fresh, contemporary resonance, underscored by effective weaving throughout, of threads of diversity and inclusion. Its layout is logically assembled. Case studies, student voice, chapter overviews and summaries, headings posed as questions, definition panels, websites, and activity suggestions, all invite a high level of interaction with the text. The scope of inquiry is extensive yet particular. Examples are frequently included to illustrate key concepts and the authors’ ability to select a variety of children’s literature that acts as a conduit for English learning, is one of the many memorable features of this compelling and well-researched publication. The authors are also to be commended for their emphasis on recognizing and building on the funds of knowledge children bring to the classroom, and their acknowledgement of the significant role oral language plays in underpinning literacy development. An emphasis on creativity ensures the book succeeds in exploiting the playful enjoyment experienced in multimodal English learning. This is a timely and relevant text that will help teachers grapple with the challenges of using changing forms of communication to benefit learners and help them grow in confidence.

Trish Brooking, Senior Lecturer, University of Otago College of Education, New Zealand

David Reedy and Eve Bearne’s Teaching Primary English is certain to become the go-to English text for primary teachers. It is comprehensive and ambitious in three senses.

In terms of providing exemplification of principles and theories discussed it is unparalleled. Both in the book itself and the accompanying website, teachers will find ready to use, invaluable resources to support all aspects of their English teaching from planning engaging English units to supporting children’s research skills with a note-taking wheel. Possibly most useful in an era plagued by reductive performance indicators, are the thought-provoking scales of progression for all four language modes and the composition of multi-modal texts.

Like most primary English handbooks, it’s divided into sections according to the four language modes, the inter-relatedness of the four always stressed. Unusual however is the comprehensiveness of its coverage. Making the book a pleasure to read are chapters such as the one on ‘story-telling’ in the spoken language section while making it indispensable are subject-knowledge sections for grammar, punctuation and spelling and thought provoking chapters on all aspects of assessment.

Finally, the book is comprehensive in its frame of reference. Revealing the authors’ long-term immersion in all aspects of primary Literacy, all chapters reference an impressive range of sources, including seminal texts in the field and the most ‘up to the minute’ research papers.

Frances Bodger, Lecturer, UCL Institute of Education, UK