Rhona stainthorp writing a book

Of course, I always gave him the rule, e. Once one of us or me sounding out the first bit, and him finishing it had sounded out the word, he immediately said it naturally, no problem. This is great, and it is surely a step toward fluent reading, but it is not itself fluent.

Rhona stainthorp writing a book

rhona stainthorp writing a book

August 8, When I heard that Morag Stuart and Rhona Stainthorp were writing a book about reading development and teaching, I immediately had high expectations. This is a fabulous book that should be read by everyone interested in the processes involved in learning to read and how these can be best fostered in the classroom.

Morag and Rhona are respected researchers who have made important contributions to our understanding of the cognitive processes involved in learning to read; both have a background in teaching and education, and both have had significant impact on policy and curriculum decisions at a national level.

This broad experience and huge knowledge base is felt throughout the book. So many things make this book special. It oozes respect for reading. For the very complexity of what we do when we read; for the children who are faced with the challenge of learning to read; and for the teachers who have the difficult job of guiding children through.

Hundreds of papers and books are cited. A more patient person would count them, but suffice it to say the bibliography runs to 18 pages. As well as rhona stainthorp writing a book information, the book showcases how to evaluate evidence.

It discusses at length both word-level reading and reading comprehension. They argue that understanding how these processes work, and why they are important, is key to effective teaching practice. While not short on theory, it is tightly tied to classroom practice throughout.

The book is divided into four parts. Part I provides a tutorial overview of essential knowledge about language, and in particular, the orthographic system that characterises English. The framework for the entire book is introduced, the Simple View of Reading, the conceptual framework recommended by the Rose Review into the Teaching of Early Reading.

This is not to say that learning to read is simple. Or that teaching children to learn to read is simple. The two dimensions of language comprehension processes and visual word recognition processes capture many complexities, complexities that need to be appreciated.

Learning from Children who Read at an Early Age - Rhona Stainthorp, Diana Hughes - Google Books

Part 2 is about reading words. We learn about skilled word reading and how this is different from beginning word reading. This identifies what children need to accomplish to become more skilled and from there, what needs to be taught. This book embraces some of the complexities presented by the research literature and helps us identify a path through.

Part 3 turns to understanding of spoken and written language.

Early literacy activities

We are guided through the components of language — morphology, syntax, vocabulary — so that we can understand the processes that underpin reading comprehension.

Once again the coverage shows impressive breadth and depth. Part 4 considers assessment and intervention. Here, both word reading and reading comprehension are considered.


We are encouraged to think about what should be assessed, and how. I particularly enjoyed the chapter on teaching children with reading comprehension difficulties. Comprehension is massively complex, drawing on a range of cognitive and linguistic skills, interacting across a rich, nuanced spoken language knowledge base.

By pinpointing what processes are needed for reading comprehension, multiple well-targeted teaching strategies can be developed. They describe programmes for children with reading comprehension difficulties, such as the York Reading for Meaning project, but note also that such methods are good for teaching comprehension to all children.

Is there anything not to like about this book? In my view, no. For sure, there will be quibbles along the way as for some topics, the evidence base is not yet conclusive and people reading the book might have different leanings.Rhona Stainthorp is a research professor in the Institute of Education, University of Reading, UK.

She began her professional career teaching in a secondary school in London and turned to study psychology at Birkbeck College when confronted with the challenge of teaching young adolescent boys who could not read.

Stainthorp, R. () The structure of literacy teaching: a case study from England. In: Cook, V. and Ryan, D. (eds.) The Routledge Handbook of the English Writing System. Online shopping from a great selection at Books Store. The Learning and Teaching of Reading and Writing 2 Jun by Naomi Flynn and Rhona Stainthorp.

Paperback. £ Prime. by Rhona Stainthorp and Peter Tomlinson. Paperback. £ (6 used & new offers) FREE UK Delivery. Rhona Stainthorp is a Professor of Education and Director of the Lan- guage and Literacy Research Centre in the School of Psychology and Human Development at the Institute of Education, University of London.

PART 1: How my little boy learned to read as a toddler. In this first part of the essay, I will detail how I have taught my own son how to read, and say something about other educational activities that have supported his reading ability. Rhona Stainthorp is Director of the Language and Literacy Research Centre, Institute of Education, University of London.

She has been involved in the professional training of teachers and speech and language therapists for the last 30 years.

How and Why I Taught My Toddler to Read