LEADER 04671oam 2200721I 450 001 9910813353703321 005 20240131145208.0 010 $a1-136-48619-4 010 $a0-415-28901-7 010 $a1-315-01570-6 010 $a1-136-48612-7 024 7 $a10.4324/9781315015705 035 $a(CKB)2550000001313550 035 $a(EBL)1702366 035 $a(SSID)ssj0001292473 035 $a(PQKBManifestationID)11722489 035 $a(PQKBTitleCode)TC0001292473 035 $a(PQKBWorkID)11284275 035 $a(PQKB)10197922 035 $a(MiAaPQ)EBC1702366 035 $a(Au-PeEL)EBL1702366 035 $a(CaPaEBR)ebr10881684 035 $a(CaONFJC)MIL616803 035 $a(OCoLC)881416523 035 $a(OCoLC)881183622 035 $a(OCoLC)1193335720 035 $a(FINmELB)ELB137347 035 $a(EXLCZ)992550000001313550 100 $a20180331d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aContextualising difficulties in literacy development $eexploring politics, culture, ethnicity, and ethics /$fedited by Janet Soler, Janice Wearmouth, and Gavin Reid 210 1$aLondon ;$aNew York :$cRoutledge :$cOpen University :$cUniversity of Edinburgh,$d2002. 215 $a1 online resource (343 p.) 300 $aDescription based upon print version of record. 311 $a0-415-28900-9 311 $a1-306-85552-7 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; Preface; Acknowledgements; Introduction; 1 Policy contexts and the debates over how to teach literacy; Part 1 What is literacy: a simple or complex process?; 2 Literacy: in search of a paradigm; 3 Framing the issues in literacy education; Part 2 Are there increasing difficulties with literacy?; 4 Explanations of the current international 'literacy crises'; 5 Simply doing their job? The politics of reading standards and 'real books'; 6 When will the phonics police come knocking? 327 $a7 Literacy assessment and the politics of identities8 Learning difficulties and the New Literacy Studies: a socially-critical perspective; Part 3 Political and historical considerations: curricula and programmatic responses to literacy difficulties; 9 A veteran enters the Reading Wars: my journey; 10 Reading Recovery and Pause, Prompt, Praise: professional visions and current practices; 11 How inclusive is the Literacy Hour?; 12 Developmental dyslexia: into the future; Part 4 Impact of social class, culture, ethnicity and gender 327 $a13 Texts in context: mapping out the gender differentiation of the reading curriculum14 The literacy acquisition of Black and Asian EAL learners: anti-racist assessment and intervention challenges; 15 Bilingualism and literacies in primary school: implications for professional development; 16 Psychosocial factors in the aetiology and course of specific learning disabilities; Part 5 How can political, social and cultural factors impact upon individual difficulties with literacy?; 17 Myths of illiteracy: childhood memories of reading in London's East End; 18 New times! Old ways? 327 $aPart 6 Ethical and social justice issues19 Justice, literacy, and impediments to learning literacy; 20 Reforming special education: beyond 'inclusion'; Index 330 $aThis 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 diffe 606 $aReading disability$xSocial aspects 606 $aReading$xRemedial teaching 606 $aEducational sociology 615 0$aReading disability$xSocial aspects. 615 0$aReading$xRemedial teaching. 615 0$aEducational sociology. 676 $a302.2/244 701 $aSoler$b Janet$01614101 701 $aWearmouth$b Janice$0849178 701 $aReid$b Gavin$f1950-$0119992 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910813353703321 996 $aContextualising difficulties in literacy development$94073849 997 $aUNINA