Pedagogical practices in the teaching of early literacy in Spain
Voices from the classroom and from the official curricula
Bibliographic Data
| ID | 11482344 |
|---|---|
| Authors | Liliana Tolchinsky (0000-0001-7893-6587, Universitat de Barcelona, corresponding author), Montserrat Bigas (Universitat Autonòma de Barcelona), Catalina Barragan (University of Almería) |
| Year | 2012 |
| Volume | 27 |
| Issue | 1 |
| Pages | 41-62 |
| Publication date | 2012-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research Papers in Education (JOURNAL) |
| Journal identifiers | ISSN: 0267-1522 • E-ISSN: 1470-1146 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02671520903428580 |
| OpenAlex | W2063386223 |
| Language | EN |
| Citations received | 7 |
| References cited | 36 |
Children’s success in learning to read in the first grade is crucial for their ultimate success in schooling. This study aimed at identifying self‐declared practices in preschool and first grade in Spain and contrasting these practices with the official recommendations for the initial teaching of reading and writing. A characterisation of the ways of teaching and of the broader institutional context which can support or hinder teachers’ work is fundamental for determining the best conditions for successful literacy learning. A 30‐item questionnaire was used to collect teachers’ preferences on a six‐point Likert scale describing the frequency with which they reported adopting a certain practice in four areas: (1) organisation of the class, (2) planning, (3) activities and content, and (4) evaluation. A total of 2250 teachers, 1193 from preschool and 1057 from first year of primary school from nine geographic areas of Spain responded to the questionnaire. A cluster analysis of teachers’ responses revealed three practice profiles. The first gathers teachers’ preferences for explicit instructional practices, highly focused on the learning outcomes but less concerned with autonomous writing and occasional learning. The second brings together situational practices, more concerned with spontaneous writing and occasional learning than with explicit instruction and learning outcomes. The third reunites multidimensional practices focusing both on explicit instruction and leaning outcomes and on autonomous writing. The distribution of these practice profiles differed significantly with the teacher’s age, school level (preschool or primary school), type of school (private, public or subsidised), the location of the school, level of participation in in‐training service and the self‐declared methodology for teaching literacy. In the official recommendations, Andalusia and Catalonia support practices included under the situational oriented profile whereas Madrid appears more closely aligned with the instructional profile of practices
Curriculum · Literacy · Mathematics education · Pedagogy · Political science · Sociology · Child Development and Digital Technology · Literacy and Educational Practices · Psychology · Reading and Literacy Development
Linguistic patterns of spelling of isolated words to dictation and text-composing in Catalan across elementary school ( Patrones lingüísticos de la ortografía en el dictado de palabras aisladas y en la composición de textos en catalán en la escuela primaria )
Enseñanza inicial de la lengua escrita
Entrevistas y observaciones de aula
Conocimientos iniciales y logros de los alumnos en el aprendizaje de la lectura y la escritura
Aprendizaje inicial de la lengua escrita
Effect of teaching practices and literacy knowledge on classroom interactions at the beginning of schooling / Efecto de las prácticas docentes y el nivel de conocimiento letrado de los alumnos al comienzo de la escolaridad en las interacciones de aula
Relationships between primary teachers’ beliefs and their practices in relation to writing instruction
The simple view of reading
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth
Joint Book Reading Makes for Success in Learning to Read
Is there a causal link from phonological awareness to success in learning to read?
Knowledge of storybooks as a predictor of young children's vocabulary.
Properties of Spoken and Written Language
Literacy in Traditional Societies
Ways with Words
Beginning to Read
Discrepancy Definitions of Reading Disability
Validating the Construct of Theoretical Orientation in Reading Instruction
Learning to read and write genre‐specific text
Morphological spelling strategies
Early Literacy Instruction and Learning in Kindergarten
Developing linguistic literacy
The Consequences of Literacy
| Unique citing works | 7 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2012 - 2021 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |