Claire Wyatt-Smith, John Elkins e Stephanie Gunn
Springer | 2010 | : 422 Páginas | PDF | 2,89 Mb
- Features coverage at the intersection of literacy education, numeracy education and learning disabilities, which traditionally have tended to be addressed separately by researchers and policy makers
- Draws upon diverse theoretical perspectives in the common goal of improved learning especially for students who are struggling to achieve expected standards
- Includes contributions by international experts
This book advances understandings of the difficulties in learning that students experience in the key areas of literacy and numeracy and the interventions that have been used to improve outcomes. By including authors drawn from several countries and with expertise in a variety of research traditions, the book addresses the sometimes complementary and sometimes contradictory results, and generates new approaches to understanding and serving students with difficulties in literacy and numeracy. A distinctive feature of the book is its focus at the intersection of literacy education, numeracy education and learning difficulties. Traditionally these have tended to be addressed separately by researchers and policy makers, leading to compartmentalised thinking and often demonstrates lack of awareness of developments in the other domains. In short, to date there has been limited exchange across these fields. Further, the published research and indeed policy attention indicates a relative imbalance given to literacy and numeracy education and learning difficulties relative to these more generally. The authors in this book respond to this by providing a more balanced coverage of these fields and extend the discussion into the contribution of information and communication technologies. This book brings together for the first time internationally recognised scholars from a diverse range of countries whose contributions provide an opening for new insights into difficulties in learning literacy and numeracy from a range of educational policy and practice contexts.
Índice
Contents Acknowledgements About the contributors List of figures List of tables Chapter 1 Theoretical frameworks and ways of seeing: Operating at the intersection—literacy, numeracy and learning difficulties Claire Wyatt-Smith & John Elkins, Griffith University, Australia Chapter 2 Learning difficulties, literacy and numeracy: Conversations across the fields Stephanie Gunn & Claire Wyatt-Smith, Griffith University, Australia Chapter 3 Researching the opportunities for learning for students with learning difficulties in classrooms: An ethnographic perspective Judith Green & Beth Yeager, University of California, Santa Barbara, United States, & Maria Lucia Castanheira, Federal University of Minas Gerais, Brazil Chapter 4 The new literacies of online reading comprehension: New opportunities and challenges for students with learning difficulties Jill Castek, University of California, Berkeley, Lisa Zawilinski, J. Greg McVerry, W. Ian O’Byrne & Donald J. Leu, University of Connecticut, United States Chapter 5 Literacy, technology and the Internet: What are the challenges and opportunities for learners with reading difficulties, and how do we support them in meeting those challenges and grasping those opportunities? Colin Harrison, University of Nottingham, United Kingdom Chapter 6 Essential provisions for quality learning support: Connecting literacy, numeracy and learning needs Peta Colbert, Griffith University, Australia Chapter 7 Reading the home and reading in school: Framing deficit constructions as learning difficulties in Singapore English classrooms Anneliese Kramer-Dahl & Dennis Kwek, National Institute of Education/Nanyang Technological University, Singapore Chapter 8 Parent, family and community support for addressing difficulties in literacy Janice Wearmouth, University of Bedfordshire, Bedford, United Kingdom & Mere Berryman, Poutama Pounamu Education Research and Development Centre, New Zealand Chapter 9 Enhancing reading comprehension through explicit comprehending strategy teaching John Munro, The University of Melbourne, Australia Chapter 10 The writing achievement, metacognitive knowledge of writing and motivation of middle-school students with learning difficulties Christina E. van Kraayenoord, Karen B. Moni, Anne Jobling & Robyn Miller, The University of Queensland, Australia; John Elkins, Griffith University, Australia & David Koppenhaver, Appalachian State University, Boone, North Carolina, United States Chapter 11 The role of self-monitoring in initial word recognition learning Robert M. Schwartz, Oakland University, Michigan & Patricia A. Gallant, University of Michigan-Flint, Michigan, United States Chapter 12 Effective instruction for older, low-progress readers: Meeting the needs of Indigenous students Kevin Wheldall & Robyn Beaman, Macquarie University, Australia Chapter 13 Actualising potential in the classroom: Moving from practising to be numerate towards engaging in the literate practice of mathematics Raymond Brown, Griffith University, Australia Chapter 14 Effective instruction in mathematics for students with learning difficulties Marjorie Montague, University of Miami, Florida, United States Chapter 15 Language, culture and learning mathematics: A Bourdieuian analysis of Indigenous learning Robyn Jorgensen (Zevenbergen), Griffith University, Australia and Nyangatjatjara Aboriginal Corporation, Yulara, Northern Territory, Australia Chapter 16 ‘She’s not in my head or in my body’: Developing identities of exclusion and inclusion in whole-class discussions Laura Black, University of Manchester, United Kingdom Chapter 17 Breaking down the silos: The search for an evidentiary base John Elkins & Claire Wyatt-Smith, Griffith University, Australia Index
