Young writers at transition : a case study

Daniel Tabor discusses the teaching and uses of writing as pupils move from Year 6 at primary school to Year 7 at secondary school.

The author relates his findings to broader issues of policy (in particular issues of literacy practices) our understanding about how writing is taught and used at transition, and the issues of continuity and progress.

Due to the recent findings of a noticeable dip in pupils' achievements as they start secondary school the DfES and the TTA are moving their focus to improving standards at key stage 3.

There is even talk of summer schools to ensure continuity and progression.

This timely book adds to the understanding of this dip in achievement with regard to literacy and writing.