Approaching Difficulties In Literacy Development

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

This book provides a range of interdisciplinary and international perspectives on difficulties in literacy development. The high-profile team of contributors provide ethical and policy discussions, as well as contextualising individual and collective strategies to addressing difficulties in literacy development. The chapters break new ground by encompassing a wide range of perspectives related to critical literacy, socio-cultural, cognitive, and psychological viewpoints, to help inform practice, policy and research into literacy difficulties. Issues addressed include: *the different ways literacy can be conceptualised through social-science based disciplinary perspectives *the issues at the centre of current public and professional debates surrounding literacy difficulties and how these have impacted upon pedagogical responses *the impact of these wider political and social issues on individual students. This reader forms the basis of the Open University’s Difficulties in Literacy Development course, but will also be of interest to postgraduate students, teachers, researchers, education professionals and policymakers who are keen to address difficulties in literacy development.

Based on current research, debates and concerns, this Reader adopts a cross disciplinary approach to understanding and working with those who experience difficulties with literacy. It provides a broad view of difficulties in literacy and related educational and curriculum learning issues across a range of ages, phases and settings. The Reader first considers questions of literacy, before going on to look at literacy development in relation to: " Issues and concepts in public reading debates " Literacy curriculum policy contexts " Community, family, society and individual identity " Social justice and equity issues and learning disabilities This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.

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.

This book enables practitioners to reflect critically upon the choices available to them in assessing and supporting students who experience difficulties in literacy development. Includes analysis of common barriers such as dyslexia and bilingualism.

Based on current research, debates and concerns, Understanding Difficulties in Literacy Development: Issues and Concepts adopts a cross disciplinary approach to understanding and working with those who experience difficulties with literacy. It provides a broad view of difficulties in literacy and related educational and curriculum learning issues across a range of ages, phases and settings.

This book provides a range of interdisciplinary and international perspectives on difficulties in literacy development. The high-profile team of contributors provide ethical and policy discussions, as well as contextualising individual and collective strategies to addressing difficulties in literacy development. The chapters break new ground by encompassing a wide range of perspectives related to critical literacy, socio-cultural, cognitive, and psychological viewpoints, to help inform practice, policy and research into literacy difficulties. Issues addressed include: *the different ways literacy can be conceptualised through social-science based disciplinary perspectives *the issues at the centre of current public and professional debates surrounding literacy difficulties and how these have impacted upon pedagogical responses *the impact of these wider political and social issues on individual students. This reader forms the basis of the Open University’s Difficulties in Literacy Development course, but will also be of interest to postgraduate students, teachers, researchers, education professionals and policymakers who are keen to address difficulties in literacy development.

“Arguably the most common sense, and certainly the most informative, contemporary text onliteracy… Glynn, Wearmouth and Berryman bring a wealth of experience to the field of literacy,culture and family/school collaboration. We are indebted to the authors for putting together such aninformative and groundbreaking text that has overarching relevance in today’s multicultural society.” Dr Gavin Reid, University of Edinburgh, UK “A much needed text to counter the overly psychological approach to teaching literacy. It emphasizes asocio-cultural approach which puts the focus on the interactive, responsive and social elements of thechild learning to read in relation to the world around them.” Wally Penetito, Victoria University, New Zealand In many countries, school populations are becoming increasingly socially and culturally diverse, and delivering effective literacy programmes is becoming more challenging and complex. This book shows schools how to address difficulties with literacy learning experienced by students of diverse backgrounds, by employing strategies that respond to and affirm difference. This ‘responsive approach’ actively engages with students’ prior knowledge and experiences and ensures that these are fully validated in the literacy activities of the classroom. The responsive approach includes members of students' homes and communities collaborating to facilitate their participation in defining and delivering literacy programmes. This book illustrates ways in which teachers and other adults can create responsive social contexts at school and at home, to enable all children to participate fully in reading, writing and oral language activities in the classroom. It offers effective strategies for overcoming barriers to literacy learning, including: Reading tutoring that promotes comprehension and independence Writing partnerships that respond to children’s messages Responsive feedback strategies Interactive contexts that promote student responsibility for learning Community and school collaboration to develop authentic learning tasks Supporting Students with Literacy Difficulties: A Responsive Approach is key reading for teacher education students, practising teachers and parents.