Meeting Difficulties in Literacy Development: Research, Policy and Practice by Gavin ReidMeeting Difficulties in Literacy Development: Research, Policy and Practice by Gavin Reid

Meeting Difficulties in Literacy Development: Research, Policy and Practice

byGavin Reid, Janet Soler, Janice Wearmouth

Hardcover | February 21, 2003

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Addressing the sensitive issue of difficulties in literacy development this practical book outlines what is meant by 'literacy' and the barriers to literacy development such as social class, ethnicity, culture and gender. It emphasises practical strategies and programmes to help reduce these barriers at school, family and community levels. Throughout, the highly qualified team of authors relate cognitive, psychological, and socio-cultural perspectives to current curriculum policies, controversies and ethical considerations.

This book enables practitioners to reflect critically upon the choices available to them in assessing and supporting students who experience difficulties in literacy development. Topics covered include a thorough consideration of dyslexia, bilingualism, the conceptualising of literacy, equity issues, and suggestions for assessment and planning for pupils.

This is essential reading for students on initial teacher training courses and teachers on CPD courses in the area of special needs, literacy and dyslexia. It is also a companion course guide for the Open University¿s new Difficulties in Literacy Development course.

Title:Meeting Difficulties in Literacy Development: Research, Policy and PracticeFormat:HardcoverPublished:February 21, 2003Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415304709

ISBN - 13:9780415304702

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Editorial Reviews

'Will be extremely useful for practitioners requiring to engage in the most recent initiatives and ideas on literacy development, and particularly for those who deal with children who experience barriers to literacy, whether these stem from linguistic, cultural, social or cognitive factors.' - British Journal of Educational Studies