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.

Why is it that some university teachers seem to make a life-changing contribution to the education of their students? What motivates some teachers to care about their students and their work, even in the most difficult circumstances? Invisible Threads of Pedagogic Care tackles these questions, and provides a rich insight into the minds and lives of a group of university academics who appear to be compelled to care. This work uses autobiographical and phenomenological methods to examine the origins of caring beliefs about teaching and uses these to provide insights into how caring teachers may enhance students' learning. The study contributes to an under-theorized account of academic work that weaves values, emotions and pedagogic scholarship and examines their effects on students' learning whilst at university. At a time when higher education is in the midst of profound change, this work provides a rich counterpoint of experiences and ethics that might develop as a result of caring teaching.