Multiple Perspectives on Difficulties in Learning Literacy and Numeracy

ContentsAcknowledgementsAbout the contributorsList of figuresList of tablesChapter 1Theoretical frameworks and ways of seeing: Operating at the intersection-literacy, numeracy and learning difficultiesClaire Wyatt-Smith & John Elkins, Griffith University, AustraliaChapter 2Learning difficulties, literacy and numeracy: Conversations across the fieldsStephanie Gunn & Claire Wyatt-Smith, Griffith University, AustraliaChapter 3Researching the opportunities for learning for students with learning difficulties in classrooms: An ethnographic perspectiveJudith Green & Beth Yeager, University of California, Santa Barbara, United States, & Maria Lucia Castanheira, Federal University of Minas Gerais, BrazilChapter 4The new literacies of online reading comprehension: New opportunities and challenges for students with learning difficultiesJill Castek, University of California, Berkeley, Lisa Zawilinski, J. Greg McVerry, W. Ian O'Byrne & Donald J. Leu, University of Connecticut, United StatesChapter 5Literacy, 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?Colin Harrison, University of Nottingham, United KingdomChapter 6Essential provisions for quality learning support: Connecting literacy, numeracy and learning needsPeta Colbert, Griffith University, AustraliaChapter 7Reading the home and reading in school: Framing deficit constructions as learning difficulties in Singapore English classroomsAnneliese Kramer-Dahl & Dennis Kwek, National Institute of Education/Nanyang Technological University, SingaporeChapter 8Parent, family and community support for addressing difficulties in literacyJanice Wearmouth, University of Bedfordshire, Bedford, United Kingdom & Mere Berryman, Poutama Pounamu Education Research and Development Centre, New ZealandChapter 9Enhancing reading comprehension through explicit comprehending strategy teachingJohn Munro, The University of Melbourne, AustraliaChapter 10The writing achievement, metacognitive knowledge of writing and motivation of middle-school students with learning difficultiesChristina E. van Kraayenoord, Karen B. Moni, Anne Jobling & Robyn Miller, The University of Queensland, Australia; John Elkins, Griffith University, Australia & David Koppenhaver, Appalachian State University, Boone, North Carolina, United StatesChapter 11The role of self-monitoring in initial word recognition learningRobert M. Schwartz, Oakland University, Michigan & Patricia A. Gallant, University of Michigan-Flint, Michigan, United StatesChapter 12Effective instruction for older, low-progress readers: Meeting the needs of Indigenous studentsKevin Wheldall & Robyn Beaman, Macquarie University, AustraliaChapter 13Actualising potential in the classroom: Moving from practising to be numerate towards engaging in the literate practice of mathematicsRaymond Brown, Griffith University, AustraliaChapter 14Effective instruction in mathematics for students with learning difficultiesMarjorie Montague, University of Miami, Florida, United StatesChapter 15Language, culture and learning mathematics: A Bourdieuian analysis of Indigenous learningRobyn Jorgensen (Zevenbergen), Griffith University, Australia and Nyangatjatjara Aboriginal Corporation, Yulara, Northern Territory, AustraliaChapter 16 'She's not in my head or in my body': Developing identities of exclusion and inclusion in whole-class discussionsLaura Black, University of Manchester, United KingdomChapter 17Breaking down the silos: The search for an evidentiary baseJohn Elkins & Claire Wyatt-Smith, Griffith University, AustraliaIndex