ABSTRACT
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.
TABLE OF CONTENTS
part |13 pages
Introduction
part 1|44 pages
What is literacy: a simple or complex process?
part 2|55 pages
Are there increasing difficulties with literacy?
chapter 8|13 pages
Learning difficulties and the New Literacy Studies
part 3|70 pages
Political and historical considerations
chapter 10|19 pages
Reading Recovery and Pause, Prompt, Praise
part 4|59 pages
Impact of social class, culture, ethnicity and gender
chapter 13|14 pages
Texts in context
chapter 14|10 pages
The literacy acquisition of Black and Asian EAL1 learners
chapter 15|15 pages
Bilingualism and literacies in primary school
part 5|39 pages
How can political, social and cultural factors impact upon individual difficulties with literacy?
part 6|35 pages
Ethical and social justice issues