Edited by three authorities in the field, this Handbook presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching.

A comprehensive collection, the Handbook focuses on the three key areas of reading, writing, and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents.

The authors address many key issues including:

  • why pupil motivation is so important
  • the evidence for what works in teaching and learning
  • the place of Information Technology in the twenty-first century
  • the status of English and other languages
  • globalisation and political control of education.

This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers’ working knowledge in order to engage young people and transform their life chances.

A powerful account that will be of interest to students, researchers and academics involved with education.

chapter |8 pages


ByDominic Wyse, Richard Andrews, James Hoffman

part |110 pages


chapter |9 pages

Social and cultural influences on children's motivation for reading

ByScott G. Paris, Stuart McNaughton

chapter |7 pages

Literature for children

ByEve Bearne, Morag Styles

chapter |12 pages

Reading and teaching short stories, based on process studies and experimental research

ByTanja Janssen, Martine Braaksma, Gert Rijlaarsdam

chapter |10 pages

Comprehension instruction

Merging two historically antithetical perspectives
ByGerald G. Duffy, Samuel Miller, Scott Howerton, Joseph Baxter Williams

chapter |10 pages

The genre-specific nature of reading comprehension

ByNell K. Duke, Kathryn L. Roberts

chapter |9 pages

Morphological knowledge and learning to read in English

ByElfrieda H. Hiebert, Marco Bravo

chapter |10 pages

Phonological development across different languages1

ByUsha Goswami

chapter |9 pages

Interaction and learning to read

Towards a dialogic approach
ByHenrietta Dombey

part |77 pages


chapter |11 pages

Facilitating writing development

BySteve Graham

chapter |7 pages

Writing in the early years

ByHelen Bradford, Dominic Wyse

chapter |13 pages

The ontogenesis of writing in childhood and adolescence

ByFrances Christie

chapter |9 pages


Cognitive, textual and social dimensions
BySarah W. Beck

chapter |10 pages

Rhythm and blues

Making textual music with grammar and punctuation
ByDebra Myhill

chapter |9 pages

Linguistic foundations of spelling development1

ByDerrick C. Bourassa, Rebecca Treiman

chapter |7 pages

Handwriting and writing

ByJane Medwell, David Wray

part |61 pages


chapter |10 pages

Orality, literacy, and culture

Talk, text, and tools in ideological contexts
ByRandy Bomer

chapter |10 pages

Understanding language development

ByDebra Myhill

chapter |11 pages

Bilingualism and English language teaching

ByBrutt-Griffler Janina

chapter |9 pages

Drama in teaching and learning language and literacy

ByAnton Franks

chapter |10 pages

Classroom discourse

Towards a dialogic Pedagogy
ByFrank Hardman, Abd-Kadir Jan

part |157 pages

Teaching English, language and literacy

chapter |15 pages

Critical approaches to teaching language, reading and writing

ByHilary Janks

chapter |9 pages

Becoming culturally responsive

A review of learning in field experiences for prospective literacy educators
ByMelissa Mosley, Lisa J Cary, Melody Zoch

chapter |9 pages

The text environment and learning to read

Windows and mirrors shaping literate Lives
ByMisty Sailors, James Hoffman

chapter |9 pages

The relationship between home and school literacy practices

ByJackie Marsh

chapter |9 pages

Gender and the teaching of English

ByGemma Moss

chapter |11 pages

Multimodality, literacy and school English

ByCarey Jewitt, Gunther Kress

chapter |11 pages

A very long engagement

English and the moving image
ByAndrew Burn

chapter |10 pages

Reading, writing and speaking poetry

ByTerry Locke

chapter |10 pages

Overcoming fear and resistance when teaching shakespeare1

ByJoe Salvatore

chapter |10 pages

Difficulties in learning literacy

ByElias Avramidis, Hazel Lawson, Brahm Norwich

chapter |11 pages

Classroom assessment of literacy

ByPeter Afflerbach, Byeong-Young Cho, Jong-Yun Kim, Summer Clark

chapter |9 pages

Initial teacher preparation for reading instruction

ByCathy M. Roller

part |105 pages

English, language and literacy teaching: countries as contexts

chapter |12 pages

Comparative international studies of reading literacy

Current approaches and future directions
ByGerry Shiel, Eemer Eivers

chapter |8 pages

Globalization and the international context for literacy policy reform in england

ByDominic Wyse, Darleen Opfer

chapter |11 pages

A Tale of the Two Special Administrative Regions (Sars) of China

An Overview of English Language Teaching Developments in Hong Kong and Macao1
ByJoanna Lee, Beatrice Lok

chapter |9 pages

Bilingual educational programmes in Indian schools

Addressing the English language needs of the Country
ByMihika Shah

chapter |11 pages

English in Scandinavia

A success story
ByAud Marit Simensen

chapter |9 pages

The teaching of English in Sub-Saharan Africa

ByAlicia Fentiman, Dominic Wyse, Lillian Indira Vikiru

chapter |10 pages

Recent federal education policy in the united states

ByRichard L. Allington

chapter |8 pages

English in Australia and New Zealand

ByWayne Sawyer

chapter |10 pages

English in England and Wales

Knowledge and ownership
BySue Brindley

part |9 pages


chapter |7 pages

Implications for research, policy and practice

ByRichard Andrews, James Hoffman, Dominic Wyse