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Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes (E801 Reader)

Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes (E801 Reader)

By: Gavin Reid (editor), Janet M. Soler (editor), Felicity Fletcher-Campbell (editor)Paperback

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Description

This Reader 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.

About Author

Dr. Gavin Reid is an international consultant and psychologist with consultancies in Canada, UK, Europe, Middle East, Asia and Australasia. He was visiting professor at the University of British Columbia in Vancouver, Canada in the Department of Education and Counseling Psychology and Special Education in 2007 and 2010. He is an ambassador for the Helen Arkell Dyslexia Centre in the UK and is also a consultant for the Child Enrichment Medical Centre in Dubai, the Centre for Child Evaluation and Teaching (CCET) in Kuwait and for the Institute of Child Education and Psychology Europe (ICEPE). He is also currently a consultant to the Open University in the UK and co-founder and director of the Red Rose School for children with specific learning difficulties in St. Annes on Sea, Lancashire, UK. He is a visiting educational psychologist to organizations and schools in Switzerland, the UK, Middle East, Asia and Egypt. He was formerly senior lecturer in the Department of Educational Studies (formally dept. of Special Education), Moray House School of Education, University of Edinburgh from 1991-2007. He has written twenty eight books on learning, motivation and dyslexia and lectured to thousands of professionals and parents in 75 countries. He has also had books published in Polish, Italian, Arabic, Hebrew, French, Chinese and Slovak. He is an experienced teacher with over 10 years experience in the classroom and has held external examiner appointments at 18 universities worldwide for Ph.D and masters courses. His e mail is gavinreid66@gmail.com and website www.drgavinreid.com

Contents

PART ONE: THEORETICAL UNDERSTANDINGS: IMPLICATIONS FOR PRACTICEReading, dyslexia and the brain - Usha GoswamiConnecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice - Hollis S ScarboroughPolicy and research: Lessons from the Clackmannanshire Synthetic Phonics Initiative - Sue EllisIndividual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge and memory capacity - Kate Cain, Jane Oakhill and Kate Lemmon Impact of authentic adult literacy instruction on adult literacy practices - Victoria Purcell-Gates, Sophie C Degener, Erik Jacobson and Marta SolerPART TWO: ASSESSING LITERACY DIFFICULTIESIs 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 and Simmone PogorzelskiReception class predictors of literacy skills - Jennifer Simpson and John EverattPrinciples for literacy assessment - Peter Johnston and Paula CostelloPART THREE: PEDAGOGY AND PLANNINGDyslexia and learning style - a note of caution - Tilly MortimoreMapping a pedagogy for Special Education Needs - Brahm Norwich and Ann LewisShaping literacy in the secondary school: Policy, practice and agency in the age of the national literacy strategy - Andy Goodwyn and Kate FindlayHeadwoman's blues: Small group reading and the interactions of culture, gender and ability - Shuaib J MeachamPART FOUR: INTERVENTIONS IN DIFFERENT CONTEXTSExcluded voices: Class, culture and family literacy in Scotland - Lyn TettTrust your own observations: Assessment of reader and tutor behaviour in learning to read in English and Maori - Ted Glynn and Stuart McNaughtonLong-term outcomes of early reading intervention - Jane Hurry and Kathy SylvaStudent writing in higher education: An academic literacies approach - Mary R Lea and Brian V. StreetPART FIVE: TRANSFORMING PRACTICEDyslexia and adult literacy: Does dyslexia disempower? - Hugo KerrEffects 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 and Brenda Taggart

Product Details

  • ISBN13: 9781848607712
  • Format: Paperback
  • Number Of Pages: 320
  • ID: 9781848607712
  • ISBN10: 1848607717

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