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Approaching Difficulties in Literacy Development Felicity Fletcher-Campbell

Approaching Difficulties in Literacy Development von Felicity Fletcher-Campbell

Approaching Difficulties in Literacy Development Felicity Fletcher-Campbell

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Zusammenfassung

This text 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.

Approaching Difficulties in Literacy Development Zusammenfassung

Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes Felicity Fletcher-Campbell

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.

Über Felicity Fletcher-Campbell

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 [email protected] and website www.drgavinreid.com

Inhaltsverzeichnis

PART ONE: THEORETICAL UNDERSTANDINGS: IMPLICATIONS FOR PRACTICE Reading, dyslexia and the brain - Usha Goswami Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice - Hollis S Scarborough Policy and research: Lessons from the Clackmannanshire Synthetic Phonics Initiative - Sue Ellis Individual 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 Soler PART TWO: ASSESSING LITERACY DIFFICULTIES Is 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 Pogorzelski Reception class predictors of literacy skills - Jennifer Simpson and John Everatt Principles for literacy assessment - Peter Johnston and Paula Costello PART THREE: PEDAGOGY AND PLANNING Dyslexia and learning style - a note of caution - Tilly Mortimore Mapping a pedagogy for Special Education Needs - Brahm Norwich and Ann Lewis Shaping literacy in the secondary school: Policy, practice and agency in the age of the national literacy strategy - Andy Goodwyn and Kate Findlay Headwoman's blues: Small group reading and the interactions of culture, gender and ability - Shuaib J Meacham PART FOUR: INTERVENTIONS IN DIFFERENT CONTEXTS Excluded voices: Class, culture and family literacy in Scotland - Lyn Tett Trust your own observations: Assessment of reader and tutor behaviour in learning to read in English and Maori - Ted Glynn and Stuart McNaughton Long-term outcomes of early reading intervention - Jane Hurry and Kathy Sylva Student writing in higher education: An academic literacies approach - Mary R Lea and Brian V. Street PART FIVE: TRANSFORMING PRACTICE Dyslexia and adult literacy: Does dyslexia disempower? - Hugo Kerr Effects 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

Zusätzliche Informationen

GOR003503893
9781848607712
1848607717
Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes Felicity Fletcher-Campbell
Felicity Fletcher-Campbell
E801 Reader
Gebraucht - Sehr Gut
Broschiert
SAGE Publications Ltd
2009-08-24
320
N/A
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