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Excluded From School exposes the reasons why, despite many national
and local initiatives, large numbers of children continue to tax
the education system to such a degree that they become permanently
excluded from school. Sue Rendall and Morag Stuart draw on their
experience in psychology and education to demonstrate the need for
a more thorough exploration of the underlying root causes of the
problem. Based on a systemic framework, their approach allows the
inclusion of a vast range of possible contributory factors: within
the child, within the family, within the school, and within the
complex interrelations between these three systems. By
demonstrating the need for inter-discipline and inter-agency
collaboration, the authors succeed in presenting a persuasive
challenge to the blame culture which exists between schools,
parents and educational professionals and policymakers in relation
to school exclusion. The original research presented here, along
with the inclusion of the experiences of children, parents and
teachers, provides a valuable new perspective on the problem of
school exclusions that will be welcomed by all professionals
working in this field.
"Excluded From School" exposes the reasons why, despite many
national and local initiatives, large numbers of children continue
to tax the education system to such a degree that they become
permanently excluded from school.
Sue Rendall and Morag Stuart draw on their experience in psychology
and education to demonstrate the need for a more thorough
exploration of the underlying root causes of the problem. Based on
a systemic framework, their approach allows the inclusion of a vast
range of possible contributory factors: within the child, within
the family, within the school, and within the complex
interrelations between these three systems. By demonstrating the
need for inter-discipline and inter-agency collaboration, the
authors succeed in presenting a persuasive challenge to the blame
culture which exists between schools, parents and educational
professionals and policymakers in relation to school
exclusion.
The original research presented here, along with the inclusion of
the experiences of children, parents and teachers, provides a
valuable new perspective on the problem of school exclusions that
will be welcomed by all professionals working in this field.
This textbook will prove invaluable to teacher educators, teachers,
educational psychologists, and any professional who is involved
with teaching children to read. It provides a detailed examination
of the processes that are involved in achieving fluent word reading
skills and ability to comprehend written texts. Understanding these
processes and their development empowers teachers to select
appropriate, evidence-based teaching strategies and thus teach
children more effectively. The book is in four parts: Part 1
provides the reader with a Tutorial Review covering essential
knowledge about language, and presenting the two dimensions of the
Simple View of Reading. Part 2 concentrates on the word reading
dimension, with chapters on processes in skilled word reading, the
development of these processes, and practical advice on research
validated teaching methods to develop children's word reading
skills. Part 3 turns to the language comprehension dimension, with
chapters on the comprehension of oral and written language, and on
teaching reading comprehension. Part 4 introduces the reader to
assessment practices and methods of identifying children with
difficulties in either or both dimensions of the Simple View, and
considers children with word reading difficulties and children with
specific comprehension difficulties, describing effective
evidence-based interventions for each type of difficulty.
This textbook will prove invaluable to teacher educators, teachers,
educational psychologists, and any professional who is involved
with teaching children to read. It provides a detailed examination
of the processes that are involved in achieving fluent word reading
skills and ability to comprehend written texts. Understanding these
processes and their development empowers teachers to select
appropriate, evidence-based teaching strategies and thus teach
children more effectively. The book is in four parts: Part 1
provides the reader with a Tutorial Review covering essential
knowledge about language, and presenting the two dimensions of the
Simple View of Reading. Part 2 concentrates on the word reading
dimension, with chapters on processes in skilled word reading, the
development of these processes, and practical advice on research
validated teaching methods to develop children's word reading
skills. Part 3 turns to the language comprehension dimension, with
chapters on the comprehension of oral and written language, and on
teaching reading comprehension. Part 4 introduces the reader to
assessment practices and methods of identifying children with
difficulties in either or both dimensions of the Simple View, and
considers children with word reading difficulties and children with
specific comprehension difficulties, describing effective
evidence-based interventions for each type of difficulty.
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