Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Acknowledgements -- Introduction -- 1 Policy contexts and the debates over how to teach literacy -- Part 1 What is literacy: a simple or complex process? -- 2 Literacy: in search of a paradigm -- 3 Framing the issues in literacy education -- Part 2 Are there increasing difficulties with literacy? -- 4 Explanations of the current international 'literacy crises' -- 5 Simply doing their job? The politics of reading standards and 'real books' -- 6 When will the phonics police come knocking? -- 7 Literacy assessment and the politics of identities -- 8 Learning difficulties and the New Literacy Studies: a socially-critical perspective -- Part 3 Political and historical considerations: curricula and programmatic responses to literacy difficulties -- 9 A veteran enters the Reading Wars: my journey -- 10 Reading Recovery and Pause, Prompt, Praise: professional visions and current practices -- 11 How inclusive is the Literacy Hour? -- 12 Developmental dyslexia: into the future -- Part 4 Impact of social class, culture, ethnicity and gender -- 13 Texts in context: mapping out the gender differentiation of the reading curriculum -- 14 The literacy acquisition of Black and Asian EAL learners: anti-racist assessment and intervention challenges -- 15 Bilingualism and literacies in primary school: implications for professional development -- 16 Psychosocial factors in the aetiology and course of specific learning disabilities -- Part 5 How can political, social and cultural factors impact upon individual difficulties with literacy? -- 17 Myths of illiteracy: childhood memories of reading in London's East End -- 18 New times! Old ways? -- Part 6 Ethical and social justice issues -- 19 Justice, literacy, and impediments to learning literacy.

20 Reforming special education: beyond 'inclusion' -- Index.

This book provides a range of interdisciplinary and international perspectives on difficulties in literacy development. The high-profile team of contributors provide ethical and policy discussions, as well as contextualising individual and collective strategies to addressing difficulties in literacy development. The chapters break new ground by encompassing a wide range of perspectives related to critical literacy, socio-cultural, cognitive, and psychological viewpoints, to help inform practice, policy and research into literacy difficulties. Issues addressed include: *the different ways literacy can be conceptualised through social-science based disciplinary perspectives *the issues at the centre of current public and professional debates surrounding literacy difficulties and how these have impacted upon pedagogical responses *the impact of these wider political and social issues on individual students. This reader forms the basis of the Open University's Difficulties in Literacy Development course, but will also be of interest to postgraduate students, teachers, researchers, education professionals and policymakers who are keen to address difficulties in literacy development.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.