Dilemmas in the choice of responses to pupils’ difficulties in literacy development at multiple levels

Wearmouth, Janice (2002). Dilemmas in the choice of responses to pupils’ difficulties in literacy development at multiple levels. In: Wearmouth, Janice; Soler, Janet and Reid, Gavin eds. Addressing difficulties in literacy development : responses at family, school, pupil, and teacher levels. London, UK: RoutledgeFalmer, pp. 3–19.

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This book outlines and critiques international strategies and programs designed to address difficulties in literacy development. The high-profile team of contributors consider teaching programs which operate at family, school, pupil and teacher levels. They argue that school is not the only legitimate location for literacy education, and show how difficulties in literacy can be addressed sequentially, both in and out of the school context. This book will be of interest to postgraduate students, teachers, researchers, educational professionals and policy makers who are looking for practical strategies to address difficulties in literacy development.
Part 1
1. Dilemmas in the Choice of Responses to Students' Difficulties in Literacy Development
Part 2: Family and Community
2. Parents and Teachers
3. Collaboration Between Teachers and Parents in Assisting Children's Reading
4. Pause Prompt Praise: Reading Tutoring Procedures for Home and School Partnership
5. Dyslexia: Parents in Need
6. Rhetoric and Research in Family Literacy
7. Developing Literacy in Families with Histories of Reading Problems: Preliminary Results from a Longitudinal Study of Young Children of Dyslexic Parents
8. Partnership Approaches - New Futures for Travellers
Part 3: School and Classroom
9. Using Soft Systems Methodology to Re-think Special Needs
10. Case Studies of Individual Classrooms
11. Contradictory Models: The Dilemma of Specific Learning Difficulties
12. The National Literacy Strategy and Dyslexia: A Comparison of Teaching Methods and Materials Part 4: Individual Pupil
13. Examinations Assessment and Special Arrangements
14. Learning to Understand Written Language
15. Specific Development Dyslexia (SDD) 'Basics to Back' in 2000 and Beyond?
16. Multisensory Teaching of Reading in Mainstream Settings
17. Researching the Social and Emotional Consequences of Dyslexia
18. An Examination of the Relationship Between Labelling and Stigmatisation with Special Reference to Dyslexia
19. The Long-Term Effects of Two Interventions for Children with Reading Difficulties
20. Teaching Spelling: Some Questions Answered
21. Spelling

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