Pat Farrington - Academia.edu (original) (raw)
Papers by Pat Farrington
Literacy, Apr 1, 1979
Social sight words (or 'environmental reading') could be a good introduction to learning to read ... more Social sight words (or 'environmental reading') could be a good introduction to learning to read for children who are interested and ready to learn. This type of sight vocabulary has been used as the basis of the two BBC adult literacy series, On the M o u e and Your Move, for its obvious relevance to adult illiterates, but it has had only incidental use in pre-reading and early reading. A social sight vocabulary for a young learner would be based on words that are relevant, interesting and useful in the child's own environment, and learnt at a time and place appropriate to the child's development. The following list concentrates on single words (with occasional two-word phrases where the words always go together like'Happy Birthday') that are appropriate to young learners. Situations outside the home, playgroup, nursery or school. (1) Going shopping, e.g. 'shop', 'open'/'closed', 'in'/'out', 'sale'.
More emphasis needs to be placed on meaning when teaching children how to break compound words in... more More emphasis needs to be placed on meaning when teaching children how to break compound words into their constituent parts.
Literacy Today, 2010
Pat Farrington argues that more emphasis needs to be placed on meaning when teaching young childr... more Pat Farrington argues that more emphasis needs to be placed on meaning when teaching young children how to break compound words into their constituent parts. They find it hard to deconstruct such words, so an effective way is to teach them to build them up from a 'base word', giving them some knowledge of simpler prefixes and suffixes. In general, offering a wide range of reading strategies means that children can develop more efficiently into independent readers.
Published in 'Literacy Today', June 2010
In the teaching of reading to young children, context cues (that is, anything in the text that he... more In the teaching of reading to young children, context cues (that is, anything in the text that helps a reader identify a word or meaning) should be recognised in their own right and not treated simply as a fall-back strategy coming under the heading of comprehension. Children need to learn how to tackle unknown words, especially those that are irregular, with a range of strategies, looking for clues like a 'reading detective'. This would help them become more independent readers, giving them power over the written word and hopefully encourage them to read for pleasure.
The Rose Report on best practice in teaching reading (2006) stated that there should be a 'clear ... more The Rose Report on best practice in teaching reading (2006) stated that there should be a 'clear and early emphasis on phonic instruction, reinforced by complementary reading strategies, such as context, grammatical knowledge and word recognition'. Due to some misreporting in the press, a number of teachers and others have thought that synthetic phonics ruled, so it seems useful to revive interest in context cues, that is, anything in the text that helps a reader identify a word or meaning, even though the current thinking is that context is a fall-back strategy that comes under the heading of comprehension.
A very small-scale piece of research with 23 children aged around six into miscue analysis (runn... more A very small-scale piece of research with 23 children aged around six into miscue analysis (running reading records), a diagnostic and formative tool to investigate children's mistakes in oral reading which can be used to understand why children make these mistakes and, by spotting the patterns of miscues, offers a way of targeting which strategies would be most useful not only on an individual, but also on a group and class basis. If pupils themselves are made aware of the process they go through in the search for meaning in a text, they can become more independent readers.
The aim of the interviews with Ana Maria Matute and Carme Riera was to deepen my understanding of... more The aim of the interviews with Ana Maria Matute and Carme Riera was to deepen my understanding of how social exclusion in Spanish society between 1936 and the 1990s - a period of dramatic social and political change - was represented in their fiction, especially Matute's 'Primera Memoria' (1960) and 'Algunos muchachos' (1968) and Riera's 'Te dejo el mar' (first published in Catalan in 1975) and 'Contra el amor en compania y otros relatos' (published in Catalan and in Spanish in 1991). Matute (1926-2014) and Riera (b. 1948) belong to different literary generations, which offers a rewarding contrast between the different ways in which their work reflects cultural truths about how women and other groups such as children, the old and the poor, were and still are excluded from the mainstream of society.
The interviews were for my MA dissertation (Queen Mary and Westfield College, University of London), 1998, on the theme of social exclusion in the light of socio-political change and gender theories.
Page 1. Journal of Iberian and Latin American Studies, Vol. 6, No. 1, 2000 Documenta Interviews w... more Page 1. Journal of Iberian and Latin American Studies, Vol. 6, No. 1, 2000 Documenta Interviews with Ana Marõ´a Matute and Carme Riera Pat Farrington London The aim of the interviews with Ana Marıa Matute and Carme ...
Literacy, Apr 1, 1979
Social sight words (or 'environmental reading') could be a good introduction to learning to read ... more Social sight words (or 'environmental reading') could be a good introduction to learning to read for children who are interested and ready to learn. This type of sight vocabulary has been used as the basis of the two BBC adult literacy series, On the M o u e and Your Move, for its obvious relevance to adult illiterates, but it has had only incidental use in pre-reading and early reading. A social sight vocabulary for a young learner would be based on words that are relevant, interesting and useful in the child's own environment, and learnt at a time and place appropriate to the child's development. The following list concentrates on single words (with occasional two-word phrases where the words always go together like'Happy Birthday') that are appropriate to young learners. Situations outside the home, playgroup, nursery or school. (1) Going shopping, e.g. 'shop', 'open'/'closed', 'in'/'out', 'sale'.
More emphasis needs to be placed on meaning when teaching children how to break compound words in... more More emphasis needs to be placed on meaning when teaching children how to break compound words into their constituent parts.
Literacy Today, 2010
Pat Farrington argues that more emphasis needs to be placed on meaning when teaching young childr... more Pat Farrington argues that more emphasis needs to be placed on meaning when teaching young children how to break compound words into their constituent parts. They find it hard to deconstruct such words, so an effective way is to teach them to build them up from a 'base word', giving them some knowledge of simpler prefixes and suffixes. In general, offering a wide range of reading strategies means that children can develop more efficiently into independent readers.
Published in 'Literacy Today', June 2010
In the teaching of reading to young children, context cues (that is, anything in the text that he... more In the teaching of reading to young children, context cues (that is, anything in the text that helps a reader identify a word or meaning) should be recognised in their own right and not treated simply as a fall-back strategy coming under the heading of comprehension. Children need to learn how to tackle unknown words, especially those that are irregular, with a range of strategies, looking for clues like a 'reading detective'. This would help them become more independent readers, giving them power over the written word and hopefully encourage them to read for pleasure.
The Rose Report on best practice in teaching reading (2006) stated that there should be a 'clear ... more The Rose Report on best practice in teaching reading (2006) stated that there should be a 'clear and early emphasis on phonic instruction, reinforced by complementary reading strategies, such as context, grammatical knowledge and word recognition'. Due to some misreporting in the press, a number of teachers and others have thought that synthetic phonics ruled, so it seems useful to revive interest in context cues, that is, anything in the text that helps a reader identify a word or meaning, even though the current thinking is that context is a fall-back strategy that comes under the heading of comprehension.
A very small-scale piece of research with 23 children aged around six into miscue analysis (runn... more A very small-scale piece of research with 23 children aged around six into miscue analysis (running reading records), a diagnostic and formative tool to investigate children's mistakes in oral reading which can be used to understand why children make these mistakes and, by spotting the patterns of miscues, offers a way of targeting which strategies would be most useful not only on an individual, but also on a group and class basis. If pupils themselves are made aware of the process they go through in the search for meaning in a text, they can become more independent readers.
The aim of the interviews with Ana Maria Matute and Carme Riera was to deepen my understanding of... more The aim of the interviews with Ana Maria Matute and Carme Riera was to deepen my understanding of how social exclusion in Spanish society between 1936 and the 1990s - a period of dramatic social and political change - was represented in their fiction, especially Matute's 'Primera Memoria' (1960) and 'Algunos muchachos' (1968) and Riera's 'Te dejo el mar' (first published in Catalan in 1975) and 'Contra el amor en compania y otros relatos' (published in Catalan and in Spanish in 1991). Matute (1926-2014) and Riera (b. 1948) belong to different literary generations, which offers a rewarding contrast between the different ways in which their work reflects cultural truths about how women and other groups such as children, the old and the poor, were and still are excluded from the mainstream of society.
The interviews were for my MA dissertation (Queen Mary and Westfield College, University of London), 1998, on the theme of social exclusion in the light of socio-political change and gender theories.
Page 1. Journal of Iberian and Latin American Studies, Vol. 6, No. 1, 2000 Documenta Interviews w... more Page 1. Journal of Iberian and Latin American Studies, Vol. 6, No. 1, 2000 Documenta Interviews with Ana Marõ´a Matute and Carme Riera Pat Farrington London The aim of the interviews with Ana Marıa Matute and Carme ...