Writing development is currently the focus of substantial
international debate because it is the aspect of literacy education
that has been least responsive to central government and state
reforms. Teaching approaches in writing have been slower to change
than those in teaching reading and pupil attainment in writing has
increased at a much more modest rate than pupil attainment in
reading. This handbook critically examines research and theoretical
issues that impact on writing development from the early years
through to adulthood. It provides those researching or teaching
literacy with one of the most academically authoritative and
comprehensive works in the field. With expert contributors from
across the world, the book represents a detailed and valuable
overview of a complex area of study.
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