Multiple Perspectives on Difficulties in Learning Literacy and Numeracy

Contents
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
Claire Wyatt-Smith & John Elkins, Griffith University, Australia
Chapter 2
Learning difficulties, literacy and numeracy: Conversations across the fields
Stephanie Gunn & Claire Wyatt-Smith, Griffith University, Australia
Chapter 3
Researching the opportunities for learning for students with learning difficulties in classrooms: An ethnographic perspective
Judith Green & Beth Yeager, University of California, Santa Barbara, United States, & Maria Lucia Castanheira, Federal University of Minas Gerais, Brazil
Chapter 4
The new literacies of online reading comprehension: New opportunities and challenges for students with learning difficulties
Jill Castek, University of California, Berkeley, Lisa Zawilinski, J. Greg McVerry, W. Ian O’Byrne & Donald J. Leu, University of Connecticut, United States
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?
Colin Harrison, University of Nottingham, United Kingdom
Chapter 6
Essential provisions for quality learning support: Connecting literacy, numeracy and learning needs
Peta Colbert, Griffith University, Australia
Chapter 7
Reading the home and reading in school: Framing deficit constructions as learning difficulties in Singapore English classrooms
Anneliese Kramer-Dahl & Dennis Kwek, National Institute of Education/Nanyang Technological University, Singapore
Chapter 8
Parent, family and community support for addressing difficulties in literacy
Janice Wearmouth, University of Bedfordshire, Bedford, United Kingdom & Mere Berryman, Poutama Pounamu Education Research and Development Centre, New Zealand
Chapter 9
Enhancing reading comprehension through explicit comprehending strategy teaching
John Munro, The University of Melbourne, Australia
Chapter 10
The writing achievement, metacognitive knowledge of writing and motivation of middle-school students with learning difficulties
Christina 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 States
Chapter 11
The role of self-monitoring in initial word recognition learning
Robert M. Schwartz, Oakland University, Michigan & Patricia A. Gallant, University of Michigan-Flint, Michigan, United States
Chapter 12
Effective instruction for older, low-progress readers: Meeting the needs of Indigenous students
Kevin Wheldall & Robyn Beaman, Macquarie University, Australia
Chapter 13
Actualising potential in the classroom: Moving from practising to be numerate towards engaging in the literate practice of mathematics
Raymond Brown, Griffith University, Australia
Chapter 14
Effective instruction in mathematics for students with learning difficulties
Marjorie Montague, University of Miami, Florida, United States
Chapter 15
Language, culture and learning mathematics: A Bourdieuian analysis of Indigenous learning
Robyn Jorgensen (Zevenbergen), Griffith University, Australia and Nyangatjatjara Aboriginal Corporation, Yulara, Northern Territory, Australia
Chapter 16
‘She’s not in my head or in my body’: Developing identities of exclusion and inclusion in whole-class discussions
Laura Black, University of Manchester, United Kingdom
Chapter 17
Breaking down the silos: The search for an evidentiary base
John Elkins & Claire Wyatt-Smith, Griffith University, Australia

Index