Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes
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Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes

by Felicity Fletcher-Campbell
     
 

ISBN-10: 1848607717

ISBN-13: 9781848607712

Pub. Date: 09/28/2009

Publisher: SAGE Publications

Approaching Difficulties in Literacy Development: Assessments, Pedagogy and Programmes considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range

Overview

Approaching Difficulties in Literacy Development: Assessments, Pedagogy and Programmes considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties.

Starting from the point that literacy is a contested concept and that acquiring literacy is a complex process, this Reader goes on to consider literacy development in relation to:

  • Theoretical understandings, implications for practice
  • Assessing literacy difficulties
  • Pedagogy and planning
  • Interventions in different contexts

This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.

Product Details

ISBN-13:
9781848607712
Publisher:
SAGE Publications
Publication date:
09/28/2009
Pages:
310
Product dimensions:
6.60(w) x 9.40(h) x 0.80(d)

Table of Contents

Acknowledgements viii

Introduction 1

Part 1 Theoretical Understandings: Implications for Practice 7

1 Reading, Dyslexia and the Brain Usha Goswami 9

2 Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice Hollis S. Scarborough 23

3 Policy and Research: Lessons from the Clackmannanshire Synthetic Phonics Initiative Sue Ellis 39

4 Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity Kate Cain Jane Oakhill Kate Lemmon 52

5 Impact of Authentic Adult Literacy Instruction on Adult Literacy Practices Victoria Purcell-Gates Sophie C. Degener Erik Jacobson Marta Soler 73

Part 2 Assessing Literacy Difficulties 105

6 Is the Phab Really Fab? The Utility of the Phonological Assessment Battery in Predicting Gains Made by Older Low-Progress Readers Following Two Terms of Intensive Literacy Instruction Kevin Wheldall Simmone Pogorzelski 107

7 Reception Class Predictors of Literacy Skills Jennifer Simpson John Everatt 128

8 Principles for Literacy Assessment Peter Johnston Paula Costello 145

Part 3 Pedagogy and Planning 163

9 Dyslexia and Learning Style-a Note of Caution Tilly Mortimore 165

10 Mapping a Pedagogy for Special Educational Needs Brahm Norwich Ann Lewis 170

11 Shaping Literacy in the Secondary School: Policy, Practice and Agency in the Age of the National Literacy Strategy Andy Goodwyn Kate Findlay 187

12 Headwoman's Blues: Small Group Reading and the Interactions of Culture, Gender, and Ability Shuaib J. Meacham 199

Part 4 Interventions in Different Contexts 215

13 Excluded Voices:Class, Culture, and Family Literacy in Scotland Lyn Tett 217

14 Trust Your Own Observations: Assessment of Reader and Tutor Behaviour in Learning to Read in English and Maori Ted Glynn Stuart McNaughton 225

15 Long-term Outcomes of Early Reading Intervention Jane Hurry Kathy Sylva 237

16 Student Writing in Higher Education: An Academic Literacies Approach Mary R. Lea Brian V. Street 260

Part 5 Transforming Practice 277

17 Dyslexia and Adult Literacy: Does Dyslexia Disempower? Hugo Kerr 279

18 Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School Edward C. Melhuish Mai B. Phan Kathy Sylva Pam Sammons Iram Siraj-Blatchford Brenda Taggart 289

Index 305

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