Looking After Literacy
A Whole Child Approach to Effective Literacy Interventions
Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
| Author: | Caroline Walker-Gleaves, David Waugh | ISBN: | 9781526413659 |
| Publisher: | SAGE Publications | Publication: | October 23, 2017 |
| Imprint: | Learning Matters | Language: | English |
| Author: | Caroline Walker-Gleaves, David Waugh |
| ISBN: | 9781526413659 |
| Publisher: | SAGE Publications |
| Publication: | October 23, 2017 |
| Imprint: | Learning Matters |
| Language: | English |
This book is about supporting** all children** to overcome **their individual **challenges to literacy. It is about considering the whole child when exploring options for interventions and accepting that many children have more than one need. It examines the many factors that can contribute to literacy difficulties and highlights the importance of understanding the wider context when considering them.
The text draws on the latest research in education, psychology , neurology and sociology to illustrate how children's literacy development can be mapped against difficulties in other areas of their lives. This is a ground-breaking and accessible book for all trainee and existing primary teachers working with young children who are experiencing difficulty with reading, written and spoken language.
This book is about supporting** all children** to overcome **their individual **challenges to literacy. It is about considering the whole child when exploring options for interventions and accepting that many children have more than one need. It examines the many factors that can contribute to literacy difficulties and highlights the importance of understanding the wider context when considering them.
The text draws on the latest research in education, psychology , neurology and sociology to illustrate how children's literacy development can be mapped against difficulties in other areas of their lives. This is a ground-breaking and accessible book for all trainee and existing primary teachers working with young children who are experiencing difficulty with reading, written and spoken language.
