| Abstract: | This paper discusses the teaching approaches which English primary schools are encouraged to use as part of the National Literacy Strategy (NLS) and the ways in which the case for their increased use is supported by research and inspection evidence. This evidence suggests that, in the years immediately before the NLS was implemented, early reading in English primary schools was largely taught by individualised methods. The skills for dealing with information texts were taught rather patchily. Links between reading and writing were often not directly made. The paper argues that the reasons for this individualised pedagogy can be traced back to the influence of the Plowden Report of 1967. The limitations of individualised teaching with whole classes have subsequently been highlighted by school effectiveness research. The paper outlines the studies which have influenced the NLS in promoting greater direct interactive teaching of literacy and notes some critical issues which are still to be resolved. |
