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Curriculum & Leadership Journal
An electronic journal for leaders in education
ISSN: 1448-0743
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Competencies that underpin children's transition into early literacy

Ian Hay, Ruth Fielding-Barnsley

There are a number of interacting influences on children's transition into literacy. Evidence identifies children's oral language competencies as a key factor among these influences, which also include children's grasp of the concept of print, their expressive vocabulary, their sentence and story recall skills, and their receptive and expressive language, phonological awareness and letter-naming skills. Two studies have recently explored the nature of the competencies that underpin young children's transition into early literacy. This article reports on the studies, and examines the relationships between children's language development, their alphabetical knowledge as an indicator of initial reading, their in-class behaviour, and their SES.

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International comparisons of reading literacy

Gerry Shiel, Eemer Eivers

Two international assessments involving reading literacy are examined in terms of their value and limitations for informing educational practice – Cambridge Journal of Education.

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Gender 'matters' in the primary classroom: pupils' and teachers' perspectives

Christine Skelton, Bruce Carrington, Becky Francis, Merryn Hutchings, et al.

A study examines the role of gender and gender perception in the attitudes and behaviour of primary school students and teachers – British Educational Research Journal.

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