The early intervention solution: enabling or constraining literacy learning

Woods, Annette and Henderson, Robyn (2008) The early intervention solution: enabling or constraining literacy learning. Journal of Early Childhood Literacy, 8 (3). pp. 251-268. ISSN 1468-7984

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Abstract

Current policy, media and curriculum initiatives across Western nations are drawing literacy and literacy pedagogy toward enticingly simplistic understandings of literacy as commodity. Increasingly they focus on 'fixing' perceived literacy problems by assuming the primacy of early years literacy and 'top-up' intervention programs. In the wash-up of these narrow policies failing in their primary mission, it is important that literacy researchers and educators consider expanding notions of literacy rather than returning to 'old' solutions for new issues. This paper revisits a prior critique of Reading Recovery as a solution to failure to learn school-based literacy. Using data collected as part a larger study into constructions of literacy failure, we analyse the shifting 'ways to be a reader' required of one student during a Reading Recovery lesson. We argue that the competence required to negotiate various literacy learning contexts across one morning of learning adds to the complexity of school-based literacy learning as much as it might provide support.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	© 2008 Sage Publications. Permanent restricted access to published version due to publisher copyright policy.
Depositing User:	Dr Robyn Henderson
Faculty / Department / School:	Historic - Faculty of Education
Date Deposited:	07 Dec 2009 11:59
Last Modified:	05 Mar 2015 23:20
Uncontrolled Keywords:	literacy; Foucault; literacy intervention; reading recovery
Fields of Research :	16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170204 Linguistic Processes (incl. Speech Production and Comprehension)
Socio-Economic Objective:	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Identification Number or DOI:	10.1177/1468798408096482
URI:	http://eprints.usq.edu.au/id/eprint/2871

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