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.

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scihub/10.1007/978-1-4020-8864-3.pdf

zlib/Education Studies & Teaching/School Education & Teaching/Claire Wyatt-Smith, John Elkins (auth.), Claire Wyatt-Smith, John Elkins, Stephanie Gunn (eds.)/Multiple Perspectives on Difficulties in Learning Literacy and Numeracy_913287.pdf

edited by Claire Wyatt-Smith, John Elkins, Stephanie Gunn

Wyatt-Smith, Claire Maree; Elkins, John; Gunn, Stephanie

Editor-Claire Wyatt-Smith; Editor-John

Ali K. Kamrani; Emad Abouel Nasr

Springer Science+Business Media B.V.; Springer

Kluwer Academic Publishers

United States, United States of America

Springer Nature, Dordrecht, 2011

Dordrecht, Netherlands, 2011

Dordrecht, 2010

New York, 2011

2011, PT, 2010

до 2011-01

lg1026094

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MiU

Front Matter....Pages i-xxii
Theoretical Frameworks and Ways of Seeing : Operating at the Intersection—Literacy, Numeracy and Learning Difficulties....Pages 1-15
Learning Difficulties, Literacy and Numeracy: Conversations Across the Fields....Pages 17-48
Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective....Pages 49-90
The New Literacies of Online Reading Comprehension: New Opportunities and Challenges for Students with Learning Difficulties....Pages 91-110
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?....Pages 111-131
Essential Provisions for Quality Learning Support: Connecting Literacy, Numeracy and Learning Needs....Pages 133-158
‘Reading’ the Home and Reading in School: Framing Deficit Constructions as Learning Difficulties in Singapore English Classrooms....Pages 159-178
Parent, Family and Community Support for Addressing Difficulties in Literacy....Pages 179-196
Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching....Pages 197-212
The Writing Achievement, Metacognitive Knowledge of Writing and Motivation of Middle-School Students with Learning Difficulties....Pages 213-234
The Role of Self-Monitoring in Initial Word-Recognition Learning....Pages 235-253
Effective Instruction for Older, Low-Progress Readers: Meeting the Needs of Indigenous Students....Pages 255-273
Actualising Potential in the Classroom: Moving from Practising To Be Numerate Towards Engaging in the Literate Practice of Mathematics....Pages 275-293
Effective Instruction in Mathematics for Students with Learning Difficulties....Pages 295-313
Language, Culture and Learning Mathematics: A Bourdieuian Analysis of Indigenous Learning....Pages 315-329
‘She’s Not in My Head or in My Body’: Developing Identities of Exclusion and Inclusion in Whole-Class Discussions....Pages 331-348
Breaking Down the Silos: The Search for an Evidentiary Base....Pages 349-357
Back Matter....Pages 359-375

There are many approaches to researching the difficulties in learning that students experience in the key areas of literacy and numeracy. This book seeks to advance understanding of these difficulties and the interventions that have been used to improve outcomes. 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. The book represents a departure from conventional wisdom as most scholars and graduate students draw upon ideas from only one of the three domains focal in the book and usually from one single or dominant theoretical frame. Typically, readers will affiliate with reading education, mathematics education, or learning disabilities and belong to one of the corresponding professional associations such as IRA, NCTM, or CLD. This book’s scope will open a scholarly forum for engaging readers with a familiarity with one of these domains while providing insight into the others on offer in the book.
Erscheinungsdatum: 05.11.2010

2011-06-04