SUPPORTING STUDENTS WITH LITERACY DIFFICULTIES: A RESPONSIVE APPROACH

“Arguably the most common sense, and certainly the most informative, contemporary text onliteracy… Glynn, Wearmouth and Berryman bring a wealth of experience to the field of literacy,culture and family/school collaboration. We are indebted to the authors for putting together such aninformative and groundbreaking text that has overarching relevance in today’s multicultural society.”
Dr Gavin Reid, University of Edinburgh, UK

“A much needed text to counter the overly psychological approach to teaching literacy. It emphasizes asocio-cultural approach which puts the focus on the interactive, responsive and social elements of thechild learning to read in relation to the world around them.”
Wally Penetito, Victoria University, New Zealand

In many countries, school populations are becoming increasingly socially and culturally diverse, and delivering effective literacy programmes is becoming more challenging and complex. This book shows schools how to address difficulties with literacy learning experienced by students of diverse backgrounds, by employing strategies that respond to and affirm difference. This ‘responsive approach’ actively engages with students’ prior knowledge and experiences and ensures that these are fully validated in the literacy activities of the classroom. The responsive approach includes members of students' homes and communities collaborating to facilitate their participation in defining and delivering literacy programmes.

This book illustrates ways in which teachers and other adults can create responsive social contexts at school and at home, to enable all children to participate fully in reading, writing and oral language activities in the classroom. It offers effective strategies for overcoming barriers to literacy learning, including:

• Reading tutoring that promotes comprehension and independence
• Writing partnerships that respond to children’s messages
• Responsive feedback strategies
• Interactive contexts that promote student responsibility for learning
• Community and school collaboration to develop authentic learning tasks