Addressing Difficulties in Literacy Development: Responses at Family, School, Pupil and Teacher Levels

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Overview

This book outlines and critiques international strategies and programmes designed to address difficulties in literacy development. The high-profile team of contributors consider teaching programmes which operate at family, school, pupil and teacher levels. They argue that school is not the only legitimate location for literacy education, and show how difficulties in literacy can be addressed sequentially, both in and out of the school context.

Issues addressed include:

*the dilemmas facing practitioners in choosing between multiple approaches to practice
*the factors which must be addressed in strategies which operate at the level of the family and the community
*how to ensure the school can support programmes designed to improve literacy learning
*how to put theory into practice in programmes designed for use with individual students
*the teacher as 'reflective practitioner' - developing professional practice which effectively raises literacy achievement.

This book will be of interest to postgraduate students, teachers, researchers, educational professionals and policymakers who are looking for practical strategies to address difficulties in literacy development.

This reader forms the basis of the Open University's Difficulties in Literacy Development course, and is ideal for similar courses nationally and internationally.

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Editorial Reviews

From the Publisher
'A wealth of informative and practical material from some of the finest contributors to research and practice in the area of literacy difficulties.' - Support for Learning
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Product Details

  • ISBN-13: 9780415289023
  • Publisher: Taylor & Francis
  • Publication date: 11/15/2002
  • Pages: 400
  • Product dimensions: 6.00 (w) x 9.00 (h) x 1.06 (d)

Table of Contents

Preface
Acknowledgements
Introduction 1
1 Dilemmas in the choice of responses to students' difficulties in literacy development 3
Pt. 1 Family and community 19
2 Parents and teachers 21
3 Collaboration between teachers and parents in assisting children's reading 39
4 Pause Prompt Paise: reading tutoring procedures for home and school partnership 58
5 Dyslexia: parents in need 71
6 Rhetoric and research in family literacy 89
7 Developing literacy in families with histories of reading problems: preliminary results from a longitudinal study of young children of dyslexic parents 111
8 Partnership approaches: new futures for Travellers 121
Pt. 2 School and classroom 133
9 Using Soft Systems Methodology to re-think special needs 135
10 Case studies of individual classrooms 153
11 Contradictory models: the dilemma of specific learning difficulties 174
12 The National Literacy Strategy and dyslexia: a comparison of teaching methods and materials 189
Pt. 3 Individual pupil 203
13 Examinations, assessments and special arrangements 205
14 Learning to understand written language 224
15 Specific developmental dyslexia (SDD): 'basics to back' in 2000 and beyond? 243
16 Multisensory teaching of reading in mainstream settings 269
17 Researching the social and emotional consequences of dyslexia 282
18 An examination of the relationship between labelling and stigmatisation with special reference to dyslexia 303
19 The long-term effects of two interventions for children with reading difficulties 320
20 Teaching spelling: some questions answered 340
21 Spelling 354
Index 381
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