The book is dedicated to the blessed memory of Prof. Zvia Breznitz, whose groundbreaking research has made a tremendous impact on the understanding of fluency in reading. The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis of reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. Both scientists exploring the different aspects of reading and language, and clinicians of reading intervention will find this book not only of great interest but extremely useful in its clear and in-depth presentation of current reading research.

Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volume provides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing "sense" to 21st century early childhood education, with "sense" as related to modalities (sight, hearing), and "sense" in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making. The volume's explicit focus on children's visual texts ("art") facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children's "sense-making" of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness. This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to "make meaning;" and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.

This book reviews systematic training programs that are designed to enhance the language, reading, literacy and cognitive skills of individuals with Learning Disabilities in various disciplines. Most titles on Learning Disabilities intervention often focus on the linguistic area of the disability, while there are many more areas of difficulty. Students with learning disabilities struggle with such as math, cognitive abilities, and organizational skills. Adopting a multi-disciplinary approach, this book encompasses a wide variety of remedial treatments and therapies developed by expert researchers and scholars in the Learning Disabilities area.

Now in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners. The volume includes reading-curriculum principles, evidence-based teaching ideas, and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 14 projects for teacher adaptation and use, as well as numerous new and substantially expanded resource materials that can be used for both action research and classroom instruction.

This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools' contexts; how professional discussions can be conducted with a process called 'disciplined dialogue'; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders' learning on-the-job.

This book argues that the psycholinguistic nature of literacy is universal and seeks to recouperate late nineteenth and early twentieth century techniques for addressing it. After defining the key terms of this study, the book goes onto survey various types of literacy education in the United States. First, it examples various religious organization and their methods for supporting literacy, focusing on the main religious groups in the United States in the Modern period: Christianity, Judaism and Islam. The book then discusses contributions made by NGOs, demonstrating the importance and limitations of reading groups, literary societies, settlement houses, unions, and corporations. Finally, the book examines government managed educational programs in K-12 schools as well as colleges and universities.Ultimately, this book argues, the psycholinguistic character of reading remains consistent over time, place and delivery syste. While sponsors play a key role, self-motivation is a driving force in literacy development. Although literacy education is in an on-going state of transition, the need for critical literacy continues to be an urgent, widespread and essential goal.

First published in 1916, as part of the Cambridge Modern French Series, this book presents a series of short extracts taken from nineteenth-century French literature. The text was produced as an aid for teaching French in schools and all extracts are provided in the original French. Author biographies and exercises are also included. This book will be of value to anyone with an interest in French literature and the history of education.

For decades early childhood educators in high-quality programs have understood that the transition into reading and writing occurs naturally when young children are surrounded by opportunities to interact with print in ways that are meaningful to them. The original edition of More Than Letters, first published in 2001, showed teachers how to intentionally help children develop literacy skills through hands-on, play-based activities. Like the original edition, the Standards Edition is based on theory and research. It contains new chapters that specifically focus on developing the skills needed to decode literature and informational text. Expanded chapters include activities that target specific concepts included in national literacy standards.

The idea behind this book is that in complex societies like our own there are different worlds of literacy that exist side by side. People belong to different cultural groups: we lead different lives, we read and write different things in different ways and for different purposes. The idea that literacy is embedded in social context, that there are different literacies, is now accepted. This book presents a range of case studies describing some of these worlds of literacy and is carefully organised by theme, so as to bring out both the differences and connections between them. It will be a source book for students on courses of literacy studies. The case studies span the whole age range, but the book focuses particularly on the variety of uses of literacy in adult life, both inside and outside of formal education. The authors argue that in order to understand literacy and help people learn to read and write, we must look beyond school to the everyday uses of written communication. The contributors come from diverse backgrounds: they include students and teachers in adult basic education, higher education and schools: others are community publishers and researchers, several of whom are internationally known. They share a commitment to plain, accessible language. The book is extensively illustrated and 'sign-posted' to enable readers to move easily between case studies and themes. This makes it a book to dip into which can also be enjoyed by anyone concerned with the role of written communication in education and society as a whole. The themes that are dealt with include different voices, literacy and identity, the role of literacy in making choices and change, collaborative writing and creating new forms of written expression; gender and literacy, bilingual literacy, spoken and written language, children and adult learners, public and private uses of literacy, and bureaucratic literacy.

Now in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners. The volume includes reading-curriculum principles, evidence-based teaching ideas, and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 14 projects for teacher adaptation and use, as well as numerous new and substantially expanded resource materials that can be used for both action research and classroom instruction.

As part of an international curricular Delphi study, Theresa Schulte realizes an empirically based approach to a contemporary understanding of scientific literacy from the perspective of different stakeholders in Germany. The analyses show in which areas changes are necessary so that science education can better fulfill its claim to contribute to students' general education and literacy.

This book provides a deeper understanding of the phone-based composing practices of youth and their implications for literacy learning. In the United States, smartphone use among teens is nearly universal, yet many youth who are avid digital composers still struggle with formal schooled literacy. The widespread and rapid embrace of smartphones by youth from all income levels has had a substantial impact on the way that young people approach the act of composing, yet to date, little to no work has explored digital photography and text curation through popular apps like Twitter and Instagram and their impact on literacy, including formal schooled literacy. As more schools are moving to Bring Your Own Device (BYOD) models and lifting classroom bans on cellphones, classroom teachers need information about the affordances of phones for formal literacy learning, which this book provides. This book will also be of interest to those in courses in the fields of education, new literacies, cultural studies/youth culture, literacy studies, communication arts, and anthropology of education/social sciences. This book could be used in a course on online/Internet ethnography. It could also be used in a more general research methods course to illustrate the combination of online and offline data collection. Outside of research methods courses, it could be used in courses on literacies, digital literacies, youth culture, popular culture and media, or mobile learning.

The fast pace of technology in this day and age has made it difficult for individuals to stay informed without becoming lost in the folds of an information overload. Methods used to narrow down information are becoming just as important as providing the information to be discovered. Multidisciplinary Approaches to Literacy in the Digital Age is a pivotal reference source that provides vital research on the significance of being literate in the age of speed and technology. While highlighting topics such as e-advertising, mobile computing, and visual culture, this publication explores the major issues society has in the information age and the methods of innovative achievements of public or private institutions. This book is ideally designed for researchers, academicians, teachers, and business managers seeking current research on a variety of social sciences in terms of the digital age.

This edited book shows how critical literacy can be applied in and outside the classroom setting. It shows educators how critical theory is applied in practice using studies in diverse K-16 settings, kindergarten through university contexts. By providing specific examples of critical literacy practice in the classroom and beyond, the book aims to help teachers, researchers and teacher educators make clear connections between theory and practice in critical literacy.

This volume presents a selection of papers reflecting key theoretical issues in argumentation theory. Its six sections are devoted to specific themes, including the analysis and evaluation of argumentation, argument schemes and the contextual embedding of argumentation. The section on general perspectives on argumentation discusses the trends of empiricalization, contextualization and formalization, offers descriptions of the analytical and evaluative tools of informal logic, and highlights selected principles that argumentation theorists do and do not agree upon. In turn, the section on linguistic approaches to argumentation focuses on the problem of distinguishing between explanation and argument, while also elaborating on the role of verbal indicators of argument schemes. All essays included in this volume point out notable recent developments in the study of argumentation.

The current work follows the premise that fictional oral narratives represent socio-emotionally and academically relevant communicative practices. Two studies are presented, aiming to (1) analyze the narrative skills of preschool-age Turkish-German dual language learners (DLLs) and (2) explore a peer-assisted approach to supporting DLLs' narrative skills in early childhood education and care. The findings relate to the influence of dual language learning on narrative production and provide emerging evidence for the effectiveness of a peer-assisted narrative intervention approach.

Literacy behind Bars: Successful Reading and Writing Strategies for Use with Incarcerated Youth and Adults is a practical resource for teachers, librarians, administrators, and community stakeholders who work with incarcerated youth and adults. The book includes examples of authentic literacy practices that have been successfully used with those incarcerated around the nation. These include: *creating graphic novels, *book clubs, *writing about gang life, *reading buddies, *urban literature *developing a writing workshop *establishing a school library

Norah Barongo-Muweke aims to reconstruct a theory of citizenship education for the postcolonial South. She works towards fostering scientific construction and mainstreaming of postcoloniality as analytical category, dimension of gender, policy, sustainable learning and societal transformation. A consistent conceptual framework for theorising together gender and postcoloniality is absent so far. In her analyses citizenship awareness and its bedrock institutions are eroded.

Writer Identity and the Teaching and Learning of Writing is a groundbreaking book which addresses what it really means to identify as a writer in educational contexts and the implications for writing pedagogy. It conceptualises writers' identities, and draws upon empirical studies to explore their construction, enactment and performance. Focusing largely on teachers' identities and practices as writers and the writer identities of primary and secondary students, it also encompasses the perspectives of professional writers and highlights promising new directions for research. With four interlinked sections, this book offers: Nuanced understandings of how writer identities are shaped and formed; Insights into how classroom practice changes when teachers position themselves as writers alongside their students; New understandings of what this positioning means for students' identities as writers and writing pedagogy; and Illuminating case studies mapping young people's writing trajectories. With an international team of contributors, the book offers a global perspective on this vital topic, and makes a new and strongly theorised contribution to the field. Viewing writer identity as fluid and multifaceted, this book is important reading for practising teachers, student teachers, educational researchers and practitioners currently undertaking postgraduate studies. Contributors include: Teresa Cremin, Terry Locke, Sally Baker, Josephine Brady, Diane Collier, Nikolaj Elf, Ian Eyres, Theresa Lillis, Marilyn McKinney, Denise Morgan, Debra Myhill, Mary Ryan, Kristin Stang, Chris Street, Anne Whitney and Rebecca Woodard.

By the co-author of Language Online, this book builds on the earlier work while focusing on multilingualism in the digital world. Drawing on a range of digital media - from email to chatrooms and social media such as Facebook, Instagram, and YouTube - Lee demonstrates how online multilingualism is closely linked to people's offline literacy practices and identities, and examines the ways in which people draw on multilingual resources in their internet participation. Bringing together central concepts in sociolinguistics and internet linguistics, the eight chapters cover key issues such as: language choice code-switching identities language ideologies minority languages online translation. Examples in the book are drawn from both all the major languages and many lesser-written ones such as Chinese dialects, Egyptian Arabic, Irish, and Welsh. A chapter on methodology provides practical information for students and researchers interested in researching online multilingualism from a mixed methods and practice-based approach. Multilingualism Online is key reading for all students and researchers in the area of multilingualism and new media, as well as those who want to know more about languages in the digital world.