Diversity, Inclusion & Engagement

Students with Literacy Difficulties

Earlier this year I published a chapter in "Diversity, Inclusion & Engagement". In the chapter I contend that readers process written text at three levels of cognition. Below I have reprinted a copy of the chapter summary.

"Students with learning difficulties in literacy are affected by a range of factors within themselves and also by other factors outside themselves. These factors interact in a number of ways that will often lead to disengagement from literacy learning. This then becomes a cycle of failure that is often quite difficult to overcome. To reverse this trend students should be shown how to develop self-regulation strategies leading to independence and academic success. For this to be effective teachers need to develop broader assessment practices by looking beyond the notion of learning difficulties residing solely within the learner. Thus, teachers should also consider other factors outside the learner such as texts, tasks and instructional practices within the social context of the classroom and community.

Assessment should acknowledge students’ strengths and consider their educational needs in response to instructional practices. A thorough and responsive assessment should lead to appropriate accommodations and adjustments to the curriculum that focus on three levels of engagement: surface, cognitive and behavioural. Most accommodations and adjustments not only help individuals but also benefit the wider community of learners. Literacy is a social activity and there are cooperative methods that can support students with learning difficulties within the classroom and beyond. Family-literacy programs, for example, extend learning beyond the classroom walls and give impetus to the literacy development of students who may be at risk of academic failure."

Woolley, G. (2014). Students with Literacy Difficulties. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity, inclusion and engagement (2nd ed., pp. 107-127). Melbourne: Oxford University Press.

Developing Literacy in the Primary Classroom

'Primary literacy involves many different learning processes, which can make it challenging to teach, particularly in diverse classroom environments.
 
Combining an examination of theory and research with practical case studies and real examples of teaching practice, this book shows trainee and early career teachers how to engage and motivate children to develop a range of primary English skills.
 
Chapters incorporate broader aspects of primary teaching such as active learning, self-regulation and assessment, and activities and discussion points explore how to apply important principles to your own teaching. 
 
Drawing from international research and aware of policy developments in different countries, the book covers key topics on primary teacher education courses, including:

• The foundations of reading, writing and oracy skills

• Planning, assessment and classroom organisation

• Using new technologies and social media as tools for learning
• Engaging with the literacy needs of diverse learners.' 

Sage Publications Ltd 

Publication date late June 2014

'Gary Woolley’s new book gives us a comprehensive overview of what we mean by both literacy and literacies in our modern world. It is thoroughly researched and offers student and practising teachers, and those working in Higher Education, a balanced and informed overview of the theory behind our present teaching practices.'

Howard Cotton

Lecturer in Language and Literacy, Plymouth University, UK

'Highly recommended. The author has left no stone unturned in this extremely comprehensive exploration of how best to develop students’ literacy skills. Beginning teachers, and those with experience, will find much here to influence their positive thinking and their classroom practices. A truly 21^st century perspective.'

Peter Westwood

Education Consultant and Author, Australia

'Developing Literacy in the Primary Classroom is a comprehensive overview of the critical topics all teachers need to understand and apply to be effective literacy educators.  Teachers need to know and understand what literacy is, how students learn and advance in their literacy skills, and how to direct, structure, monitor and adapt their literacy instructions and practices, as required for different purposes. This book is strongly focussed on developing teachers’ pedagogical knowledge across the different elements of literacy and across the changing demands of students’ literacy enhancement across the school years.'

Professor Ian Hay

Past Dean of the Faculty of Education, University of Tasmania

Book Review - Dyslexia and Inclusion

Dyslexia and Inclusion: Classroom approaches for Assessment, Teaching and Learning (2nd Ed.) by Gavin Reid

Dyslexia is a vexing problem for many children and one that can cause lifelong difficulties with reading. Gavin Reid's book has the potential to influence teachers and parents and make a positive contribution to the overall wellbeing of struggling readers.

A key issue is the inclusion of students in the mainstream classroom and the inclusive practices that support these students. This will be of particular concern for many teachers who may feel they do not have specialised skills and knowledge to adequately assist these children.

I enjoyed reading this book because it was easy to read and the ideas were expressed clearly and succinctly. No doubt it will make a valuable contribution to the body of knowledge related to the area of literacy and learning difficulties. As the title implies, the focus is on dyslexia and inclusion in mainstream classrooms. Reid notes that dyslexia is clouded by confusion and misconceptions. However, he is able to chart a clear course though this mine field of uncertainty and conflicting ideas. He does this by taking a realistic and balanced view of the current body of research and proven practice.

After reading this book the reader should come away with a good understanding of the nature of dyslexia and gain the knowledge required to assist individuals with reading difficulties. He acknowledges that children with dyslexia exhibit a range of learning problems. Despite these differences he gives the teacher a range of practical teaching tips and ideas to help those  struggling with reading.