Currently browsing: Items authored or edited by Janet Soler

Soler, Janet (2016). The politics of the teaching of reading. PROSPECTS, 46(3-4) pp. 423–433.

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Soler, Janet; Walsh, Christopher; Craft, Anna; Rix, Jonathan and Simmons, Katy (2012). Introduction. In: Soler, Janet; Walsh, Christopher; Craft, Anna; Rix, Jonathan and Simmons, Katy eds. Transforming Practice: Critical issues in equity, diversity and education. Stoke-on-Trent: Trentham Books, xi-xv.

Soler, Janet; Walsh, Christopher; Craft, Anna; Rix, Jonathan and Simmons, Katy eds. (2012). Transforming Practice: Critical Issues in Equity, Diversity and Education. Stoke-on-Trent: Trentham Books.

Soler, Janet; Hall, Kathy; Goswami, Usha; Harrison, Colin and Ellis, Sue eds. (2010). Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy. Routledge Psychology in Education. London: Routledge.

Soler, Janet (2010). Dyslexia lessons: the politics of dyslexia and reading problems. In: Hall, K.; Goswami, U.; Harrison, C.; Ellis, S. and Soler, J. eds. Interdisciplinary Perspectives on Learning to Read. London/New York: Routledge, pp. 179–192.

Miller, Linda; Devereux, Jane; Paige-Smith, Alice and Soler, Janet (2009). Approaches to curricula in the early years. In: Cable, Carrie; Miller, Linda and Goodliff, Gill eds. Working with Children in the Early Years, 2nd Edition. London/New York: Routledge, pp. 75–87.

Soler, Janet (2009). The historical construction of dyslexia: implications for Higher Education. In: Soler, J. M.; Fletcher-Campbell, F. and Reid, D. G. eds. Understanding Difficulties in Literacy Developments: Issues and Concepts. London: Sage.

Soler, J. and Openshaw, R. (2009). To be or not to be? The politics of teaching phonics in England and New Zealand. In: Soler, J.; Fletcher-Campbell, F. and Reid, G. eds. Understanding Difficulties in Literacy Development: Issues and Concepts. London: Sage.

Fletcher-Campbell, Felicity; Soler, Janet and Reid, Gavin (2009). Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes. London: Sage.

Soler, Janet; Fletcher-Campbell, Felicity and Reid, Gavin eds. (2009). Understanding Difficulties in Literacy Development: Issues and Concepts. London: Sage.

Soler, J. and Eyres, I. (2008). Literacy policy and the teaching of writing. Further evidence of a discursive shift in the primary literacy curriculum? In: BERA Annual Conference, 3-6 Sep 2008, Heriot-Watt University, UK.

Soler, Janet and Openshaw, Roger (2007). 'To be or not to be?': the politics of teaching phonics in England and New Zealand. Journal of Early Childhood Literacy, 7(3) pp. 333–352.

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Openshaw, R. and Soler, Janet (2007). Sowing the seeds for the National Literacy Strategy: reading debates in England; 1968-1979. In: Crook, David and McCulloch, Gary eds. History, Politics and Policy-Making; A Festschrift presented to Richard Aldrich. London: Institute of Education.

Soler, J. (2006). Renegotiating cultural authority: imperal culture and the NZ primary school curriculum in the 1930s. History of Education, 35(1) pp. 11–25.

Soler, Janet and Openshaw, Roger (2006). Literacy crises and reading policies: Children still can't read! Abington, Oxon, UK: Routledge.

Soler, Janet and Paige-Smith, Alice (2005). The Early Literacy Support programmes (ELS) and the blend and clash of national educational policy ideologies. Early Years: An International Journal of Research and Development, 25(1) pp. 43–54.

Wearmouth, Janice; Paige-Smith, Alice and Soler, Janet (2004). Computer conferencing with access to a 'guest expert' in the professional development of special educational needs coordinators. British Journal of Educational Technology, 35(1) pp. 81–93.

Paige-Smith, Alice and Soler, Janet (2004). Reading Recovery as an example of early intervention in early years literacy in England. Education 3-13, 32(2) pp. 25–31.

Soler, Janet and Miller, Linda (2003). The Struggle for early childhood curricula: A comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia. International Journal of Early Years Education, 11(1) pp. 57–68.

Miller, Linda; Soler, Janet and Woodhead, Martin (2003). Shaping early childhood education. In: Woodhead, Martin and Maybin, Janet eds. Childhoods in Context. Chichester: Wiley/Open University.

Reid, Gavin; Soler, Janet and Wearmouth, Janice (2002). Meeting difficulties in literacy development: research, policy and practice. Routledge.

Miller, Linda; Devereux, Jane; Paige-Smith, Alice and Soler, Janet (2002). Approaches to curricula in the early years. In: Devereux, Jane and Miller, Linda eds. Working with children in the early years. London, UK: David Fulton Publishers, pp. 113–127.

Wearmouth, Janice and Soler, Janet (2002). How inclusive is the literacy hour? In: Wearmouth, James; Soler, Janet and Reid, Gavin eds. Contextualising difficulties in literacy development: exploring politics, culture, ethnicity and ethics. London, UK: RoutledgeFalmer, pp. 152–165.

Wearmouth, Janice and Soler, Janet (2002). Reading recovery and pause, prompt, praise: professional visions and current practices. In: Wearmouth, Janice; Soler, Janet and Reid, Gavin eds. Contextualising difficulties in literacy development : exploring politics, culture, ethnicity and ethics. London: RoutledgeFalmer, pp. 133–151.

Openshaw, Roger; Soler, Janet; Wearmouth, Janice and Paige-Smith, Alice (2002). The socio-political context of the development of Reading Recovery in New Zealand and England. Curriculum Journal, 13(1) pp. 25–41.

Paige-Smith, Alice; Wearmouth, Janice and Soler, Janet (2002). Electronic communication and online access to specialist expertise and information for teachers' professional development. In: ITTE Research Seminar, 2002, The Moller Centre, The University of Cambridge.

Soler, Janet and Wearmouth, Janice (2001). How inclusive is the Literacy Hour? British Journal of Special Education, 28(3) pp. 113–119.

Soler, Janet M.; Craft, Anna and Burgess, Hilary eds. (2000). Teacher development: exploring our own practice. Developing Practice in Primary Education. London, UK: Sage.