Despite the efforts of teachers and educators, every year secondary schools across the English-speaking world turn out millions of functionally illiterate leavers. The costs in human misery and in wasted productivity are catastrophic. What can schools do to prevent this situation? In this highly accessible book James and Dianne Murphy combine more than 50 years of experience to provide teachers with a thorough, easy to use introduction to the extensive research on reading and its effects on student achievement. Drawing on the work of experts from around the world, the authors explore how we learn to read, how the many myths and misconceptions around reading developed, and why they continue to persist.Building on these foundations chapters go on to examine how the general secondary school classroom can support all levels of reading more effectively, regardless of subject; how school leaders can ensure that their systems, practices and school culture deliver the very best literacy provision for all students; and what it takes to ensure that a racing intervention aimed at adolescent struggling readers is truly effective. The overall message of this books is one of great optimism: the authors demonstrate that the right of every child to learn to read is entirely achievable if schools employ the best research-driven practice.
Dianne Murphy is a secondary school reading specialist and designer of the research-evidenced intervention Thinking Reading. She spent nine years setting up and running Literacy Centres in NZ and UK secondary schools, for students reading significantly behind. For the last three years she has been training staff to implement Thinking Reading in their schools. She is an experienced teacher with a degree in education and linguistics, and post-graduate diplomas in Special Education. Professional interests: reading instruction, instructional design, applied linguistics.James was formerly DP, AP and HOD English, and Learning Support Co-ordinator in New Zealand and the UK. He has a research-oriented MEd and a post-graduate SEN Diploma. He is currently School Partnerships Director, Thinking Reading. Interests: instructional design, research evaluation, teacher development. He is also a writer and blogs at: https://horatiospeaks.wordpress.com