Multiple Perspectives on Difficulties in Learning Literacy and Numeracy

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

• ISBN13: 9781402088636
• ISBN10: 1402088639
• Format: Hardcover
• Copyright: 2010-11-05
• Publisher: Springer Verlag

Summary

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 will address the sometimes complementary and sometimes contradictory results, and generate 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.

Table of Contents

Theoretical Frameworks and Ways of Seeing: Operating at the Intersection-Literacy, Numeracy and Learning Difficulties	p. 1
Learning Difficulties, Literacy and Numeracy: Conversations Across the Fields	p. 17
Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective	p. 49
The New Literacies of Online Reading Comprehension: New Opportunities and Challenges for Students with Learning Difficulties	p. 91
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?	p. 111
Essential Provisions for Quality Learning Support: Connecting Literacy, Numeracy and Learning Needs	p. 133
'Reading' the Home and Reading in School: Framing Deficit Constructions as Learning Difficulties in Singapore English Classrooms	p. 159
Parent, Family and Community Support for Addressing Difficulties in Literacy	p. 179
Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching	p. 197
The Writing Achievement, Metacognitive Knowledge of Writing and Motivation of Middle-School Students with Learning Difficulties	p. 213
The Role of Self-Monitoring in Initial Word-Recognition Learning	p. 235
Effective Instruction for Older, Low-Progress Readers: Meeting the Needs of Indigenous Students	p. 255
Actualising Potential in the Classroom: Moving from Practising To Be Numerate Towards Engaging in the Literate Practice of Mathematics	p. 275
Effective Instruction in Mathematics for Students with Learning Difficulties	p. 295
Language, Culture and Learning Mathematics: A Bourdieuian Analysis of Indigenous Learning	p. 315
'She's Not in My Head or in My Body': Developing Identities of Exclusion and Inclusion in Whole-Class Discussions	p. 331
Breaking Down the Silos: The Search for an Evidentiary Base	p. 349
Author Index	p. 359
Subject Index	p. 369
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