Approaching Difficulties in Literacy Development
Assessment, Pedagogy and Programmes

First Edition

Edited by:

Felicity Fletcher-Campbell - The Open University
Janet Soler - The Open University
Gavin Reid - Educational Psychologist

Other Titles in:
Literacy | Special Education Curriculum

August 2009 | 320 pages | SAGE Publications Ltd

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.

PART ONE: THEORETICAL UNDERSTANDINGS: IMPLICATIONS FOR PRACTICE

Usha Goswami

Reading, dyslexia and the brain

Hollis S Scarborough

Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice

Sue Ellis

Policy and research: Lessons from the Clackmannanshire Synthetic Phonics Initiative

Kate Cain, Jane Oakhill and Kate Lemmon

Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge and memory capacity

Victoria Purcell-Gates, Sophie C Degener, Erik Jacobson and Marta Soler

Impact of authentic adult literacy instruction on adult literacy practices

PART TWO: ASSESSING LITERACY DIFFICULTIES

Kevin Wheldall and Simmone Pogorzelski

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

Jennifer Simpson and John Everatt

Reception class predictors of literacy skills

Peter Johnston and Paula Costello

Principles for literacy assessment

PART THREE: PEDAGOGY AND PLANNING

Tilly Mortimore

Dyslexia and learning style - a note of caution

Brahm Norwich and Ann Lewis

Mapping a pedagogy for Special Education Needs

Andy Goodwyn and Kate Findlay

Shaping literacy in the secondary school: Policy, practice and agency in the age of the national literacy strategy

Shuaib J Meacham

Headwoman's blues: Small group reading and the interactions of culture, gender and ability

PART FOUR: INTERVENTIONS IN DIFFERENT CONTEXTS

Lyn Tett

Excluded voices: Class, culture and family literacy in Scotland

Ted Glynn and Stuart McNaughton

Trust your own observations: Assessment of reader and tutor behaviour in learning to read in English and Maori

Jane Hurry and Kathy Sylva

Long-term outcomes of early reading intervention

Mary R Lea and Brian V. Street

Student writing in higher education: An academic literacies approach

PART FIVE: TRANSFORMING PRACTICE

Hugo Kerr

Dyslexia and adult literacy: Does dyslexia disempower?

Edward C Melhuish, Mai B Phan, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford and Brenda Taggart

Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school

Excellent for use with literacy studies with our L5 students.

Mrs Alicia James

Community Studies, Truro College

November 21, 2014

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Excellent book

Mrs Amanda Kelland

Newport School of Education, University of South Wales (Newport)

November 20, 2014

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For students exploring current issues in literacy teaching in more depth for enhanced studies and research projects.

Mrs Joy Mower

Department of Primary Education, Canterbury Christ Church University

July 28, 2015

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This publication offers the student the 'wider perspective' that is required when studying potential difficulties in literacy development. The quality of the content also encourages the pursuit of further reading and research.

Mr Deb Hewitt

Health & Social Care Unit, Blackpool and the Fylde College

May 21, 2013

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Recomended reading for 2nd Year Foundation Degree students - particularly those who are undertaking action research projects involving supporting literacy development in education settings

Mrs Janey Burrow

Business & Management Teacher Training, Bromley College of FE & HE

April 14, 2011

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Approaching Difficulties in Literacy Development, Felicity Fletcher-Campbell
Understanding Difficulties in Literacy Development, Janet Soler

Both these books provide an excellent breadth and depth of relevant information to support my course.

Mrs Irene Scott

Faculty , Chester University

April 7, 2011

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A very useful text for undergraduate students. This is well-written and easy to understand.

Mrs Nanna Ryder

Education Studies and Social Inclusion, Trinity College Carmarthen

August 4, 2010

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Some of the topics explored in this book are highly relevant to literacy specialists. Overall, the book pulls together several seemingly disparate aspects of learning and relates them to literacy learning. Beyond merely looking at these issues, the book is an eye-opener in many respects. A valuable asset to researchers and students of literacy at advanced levels.

Dr Gordon Ade-Ojo

Education , Greenwich University

March 23, 2010

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This text will supplement students reading and support understanding of educational colleagues approaches to literacy

Mrs Julia Stewart

Speech , College of St Mark and St John

November 12, 2009

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