Abstract
It is of the greatest importance that children make a good start in learning to read. Once children fall behind, it becomes increasingly difficult for them to catch up, as their peers read more and forge ahead in all areas of the curriculum (e.g., Stanovich, 1986). So it is important to get the classroom programme right from the start. Especially in inner city schools, the child’s experience in school may be critical. Children from poorer homes are more likely to come to school with a more limited experience of books and fewer reading skills. They tend to start behind the other children and make slower progress. They rely heavily on school for their literacy experiences.
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Hurry, J., Sylva, K., Riley, J. (1999). Focused Literacy Teaching at the Start of School. In: Nunes, T. (eds) Learning to Read: An Integrated View from Research and Practice. Neuropsychology and Cognition, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4826-9_18
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DOI: https://doi.org/10.1007/978-94-011-4826-9_18
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