Skip to main content
SpringerLink
Log in
Book cover

Multiple Perspectives on Difficulties in Learning Literacy and Numeracy

  • Book
  • © 2011

Overview

Editors:
  1. Claire Wyatt-Smith

    1. Fac. Education, Griffith University, Nathan, Australia

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. John Elkins

    1. Fac. Education, Griffith University, Nathan, Australia

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  3. Stephanie Gunn

    1. Fac. Education, Griffith University, Nathan, Australia

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Focusses at the intersection of literacy education, numeracy education and learning disabilities traditionally these have tended to be addressed separately by researchers and policy makers
  • Draws upon diverse theoretical perspectives in the common goal of improved learning especially for students who are struggling to achieve expected standards
  • With contributions by international experts

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (17 chapters)

  1. Front Matter

    Pages i-xxii
    Download chapter PDF

  2. Theoretical Frameworks and Ways of Seeing: Operating at the Intersection—Literacy, Numeracy and Learning Difficulties

    • Claire Wyatt-Smith, John Elkins
    Pages 1-15

  3. Learning Difficulties, Literacy and Numeracy: Conversations Across the Fields

    • Stephanie Gunn, Claire Wyatt-Smith
    Pages 17-48

  4. Researching the Opportunities for Learning for Students with Learning Difficulties in Classrooms: An Ethnographic Perspective

    • Judith Green, Maria Lucia Castanheira, Beth Yeager
    Pages 49-90

  5. The New Literacies of Online Reading Comprehension: New Opportunities and Challenges for Students with Learning Difficulties

    • Jill Castek, Lisa Zawilinski, J. Greg McVerry, W. Ian O’Byrne, Donald J. Leu
    Pages 91-110

  6. 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
    Pages 111-131

  7. Essential Provisions for Quality Learning Support: Connecting Literacy, Numeracy and Learning Needs

    • Peta Colbert
    Pages 133-158

  8. ‘Reading’ the Home and Reading in School: Framing Deficit Constructions as Learning Difficulties in Singapore English Classrooms

    • Anneliese Kramer-Dahl, Dennis Kwek
    Pages 159-178

  9. Parent, Family and Community Support for Addressing Difficulties in Literacy

    • Janice Wearmouth, Mere Berryman
    Pages 179-196

  10. Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching

    • John Munro
    Pages 197-212

  11. 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, John Elkins, David Koppenhaver, Robyn Miller
    Pages 213-234

  12. The Role of Self-Monitoring in Initial Word-Recognition Learning

    • Robert M. Schwartz, Patricia A. Gallant
    Pages 235-253

  13. Effective Instruction for Older, Low-Progress Readers: Meeting the Needs of Indigenous Students

    • Kevin Wheldall, Robyn Beaman
    Pages 255-273

  14. Actualising Potential in the Classroom: Moving from Practising To Be Numerate Towards Engaging in the Literate Practice of Mathematics

    • Raymond Brown
    Pages 275-293

  15. Effective Instruction in Mathematics for Students with Learning Difficulties

    • Marjorie Montague
    Pages 295-313

  16. Language, Culture and Learning Mathematics: A Bourdieuian Analysis of Indigenous Learning

    • Robyn Jorgensen (Zevenbergen)
    Pages 315-329

  17. ‘She’s Not in My Head or in My Body’: Developing Identities of Exclusion and Inclusion in Whole-Class Discussions

    • Laura Black
    Pages 331-348

  18. Breaking Down the Silos: The Search for an Evidentiary Base

    • John Elkins, Claire Wyatt-Smith
    Pages 349-357

  19. Back Matter

    Pages 359-375
    Download chapter PDF
Back to top

Keywords

About this book

There are many approaches to researching the difficulties in learning that students experience in the key areas of literacy and numeracy. This book seeks to advance understanding of these difficulties and the interventions that have been used to improve outcomes. 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. The book represents a departure from conventional wisdom as most scholars and graduate students draw upon ideas from only one of the three domains focal in the book and usually from one single or dominant theoretical frame. Typically, readers will affiliate with reading education, mathematics education, or learning disabilities and belong to one of the corresponding professional associations such as IRA, NCTM, or CLD. This book’s scope will open a scholarly forum for engaging readers with a familiarity with one of these domains while providing insight into the others on offer in the book.

Reviews

From the reviews:

“This book is likely to be found soon on all recommended reading lists for graduate and postgraduate students pursuing studies in special and inclusive education. It is also relevant reading for students undertaking courses in the teaching of reading and mathematics. … brings together under one cover the diverse theories, perspectives and studies that have hitherto been confined to discipline-specific texts and professional journals. … the book has probably achieved its purpose in advancing our understanding of issues surrounding learning difficulties in literacy and numeracy.” (Peter Westwood, Australian Journal of Learning Difficulties, Vol. 17 (1), May, 2012)

Editors and Affiliations

  • Fac. Education, Griffith University, Nathan, Australia

    Claire Wyatt-Smith, John Elkins, Stephanie Gunn

Bibliographic Information

  • Book Title: Multiple Perspectives on Difficulties in Learning Literacy and Numeracy

  • Editors: Claire Wyatt-Smith, John Elkins, Stephanie Gunn

  • DOI: https://doi.org/10.1007/978-1-4020-8864-3

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2011

  • Hardcover ISBN: 978-1-4020-8863-6Published: 05 November 2010

  • Softcover ISBN: 978-94-007-9894-6Published: 02 September 2014

  • eBook ISBN: 978-1-4020-8864-3Published: 28 October 2010

  • Edition Number: 1

  • Number of Pages: XXII, 375

  • Topics: Mathematics Education

Publish with us

Policies and ethics

Back to top

Search

Navigation