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001 978-1-4020-8864-3
003 DE-He213
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007 cr nn 008mamaa
008 101029s2011 ne | s |||| 0|eng d
020 _a9781402088643
_9978-1-4020-8864-3
024 7 _a10.1007/978-1-4020-8864-3
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aWyatt-Smith, Claire.
_eeditor.
245 1 0 _aMultiple Perspectives on Difficulties in Learning Literacy and Numeracy
_h[electronic resource] /
_cedited by Claire Wyatt-Smith, John Elkins, Stephanie Gunn.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2011.
300 _aXXII, 400p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aContents -- Acknowledgements -- About the contributors -- List of figures -- List of tables -- Chapter 1: Theoretical frameworks and ways of seeing: Operating at the intersection—literacy, numeracy and learning difficulties -- Chapter 2: Learning difficulties, literacy and numeracy: Conversations across the fields -- Chapter 3: Researching the opportunities for learning for students with learning difficulties in classrooms: An ethnographic perspective -- Chapter 4: The new literacies of online reading comprehension: New opportunities and challenges for students with learning difficulties -- Chapter 5: 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? -- Chapter 6: Essential provisions for quality learning support: Connecting literacy, numeracy and learning needs -- Chapter 7: Reading the home and reading in school: Framing deficit constructions as learning difficulties in Singapore English classrooms -- Chapter 8: Parent, family and community support for addressing difficulties in literacy -- Chapter 9: Enhancing reading comprehension through explicit comprehending strategy teaching -- Chapter 10: The writing achievement, metacognitive knowledge of writing and motivation of middle-school students with learning difficulties -- Chapter 11: The role of self-monitoring in initial word recognition learning -- Chapter 12: Effective instruction for older, low-progress readers: Meeting the needs of Indigenous students -- Chapter 13: Actualising potential in the classroom: Moving from practising to be numerate towards engaging in the literate practice of mathematics -- Chapter 14: Effective instruction in mathematics for students with learning difficulties -- Chapter 15: Language, culture and learning mathematics: A Bourdieuian analysis of Indigenous learning -- Chapter 16: ‘She’s not in my head or in my body’: Developing identities of exclusion and inclusion in whole-class discussions -- Chapter 17: Breaking down the silos: The search for an evidentiary base -- Index.
520 _aThis 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.
650 0 _aEducation.
650 0 _aMathematics.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
700 1 _aElkins, John.
_eeditor.
700 1 _aGunn, Stephanie.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402088636
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4020-8864-3
912 _aZDB-2-SHU
999 _c105311
_d105311