Multiple Perspectives on Difficulties in Learning Literacy and Numeracy PDF
Preview Multiple Perspectives on Difficulties in Learning Literacy and Numeracy
Multiple Perspectives on Difficulties in Learning Literacy and Numeracy · · Claire Wyatt-Smith John Elkins Stephanie Gunn Editors Multiple Perspectives on Difficulties in Learning Literacy and Numeracy 123 Editors Prof.ClaireWyatt-Smith Prof.JohnElkins GriffithUniversity FacultyofEducation Fac.Education GriffithUniversity KesselsRoad170 MtGravattCampus 4111NathanQueensland 176MessinesRidgeRoad MtGravattCampus MtGravattQueensland4122 Australia Australia c.wyatt-smith@griffith.edu.au j.elkins@griffith.edu.au StephanieGunn GriffithUniversity Fac.Education KesselsRoad170 4111NathanQueensland MtGravattCampus Australia [email protected] ISBN978-1-4020-8863-6 e-ISBN978-1-4020-8864-3 DOI10.1007/978-1-4020-8864-3 SpringerDordrechtHeidelbergLondonNewYork LibraryofCongressControlNumber:2010938618 ©SpringerScience+BusinessMediaB.V.2011 Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorby anymeans,electronic,mechanical,photocopying,microfilming,recordingorotherwise,withoutwritten permissionfromthePublisher,withtheexceptionofanymaterialsuppliedspecificallyforthepurpose ofbeingenteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) Acknowledgements Anybookisthesumoftheeffortsofmanyindividuals,andthisisespeciallytruefor aneditedbook.We’dfirstliketoextendourappreciationtoourchapterauthors.We approachedyouall,valuingyourinsightsonissuesinlearningdifficultiesandyour highprofessionalstandinginyourrespectivefields.Thankyousomuchforagree- ing to contribute to this book, despite your busy professional lives. Together, your chaptersprovide yetanother contributiontothegoalofimprovingtheeducational opportunitiesforstudentswithdifficultiesinlearning. WealsowouldliketoofferspecialthankstoPetaColbert,whohasassistedwith chaptereditingandthebook’screationfromthebeginning.Youareavaluedlong- term colleague, and it is a pleasure to have the opportunity to work with you. We appreciate your skills and willingness to engage with the creative process of book productionandwiththedialoguescontainedwithin. Oureditorialconsultant,RenéeOtmar,hasbeeninvaluableforhereditorialeye oneach chapter as wellasforensuringtheauthors mettimelines,asmuch aswas withinhercontrol!Renée,ourauthorshavecommentedonhowpleasanttheirinter- actions with you have been in the development of this book and how smooth the processhasbeen. The development of this book is a part of our academic work. However, it also reflectsthedeepbeliefsweholdoftheimportanceofresearchintolearning,theoreti- calperspectivesandmethodologies.Finally,wewouldliketosaythat,asco-editors, wehaveenjoyedoncemoretheopportunitytocollaboratewitheachotherandwith colleaguesaroundtheworld. Brisbane,QLD ClaireWyatt-Smith Brisbane,QLD JohnElkins Brisbane,QLD StephanieGunn v Contents 1 TheoreticalFrameworksandWaysofSeeing:Operatingat theIntersection—Literacy,NumeracyandLearningDifficulties . . 1 ClaireWyatt-SmithandJohnElkins 2 Learning Difficulties, Literacy and Numeracy: ConversationsAcrosstheFields . . . . . . . . . . . . . . . . . . . . 17 StephanieGunnandClaireWyatt-Smith 3 ResearchingtheOpportunitiesforLearningforStudents withLearningDifficultiesinClassrooms:AnEthnographic Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 JudithGreen,MariaLuciaCastanheira,andBethYeager 4 TheNewLiteraciesofOnlineReadingComprehension: New Opportunities and Challenges for Students with LearningDifficulties . . . . . . . . . . . . . . . . . . . . . . . . . . 91 JillCastek,LisaZawilinski,J.GregMcVerry,W.IanO’Byrne, andDonaldJ.Leu 5 Literacy, Technology and the Internet: What Are the ChallengesandOpportunitiesforLearnerswithReading Difficulties,andHowDoWeSupportTheminMeeting ThoseChallengesandGraspingThoseOpportunities? . . . . . . . 111 ColinHarrison 6 Essential Provisions for Quality Learning Support: ConnectingLiteracy,NumeracyandLearningNeeds . . . . . . . . 133 PetaColbert 7 ‘Reading’ the Home and Reading in School: Framing DeficitConstructionsasLearningDifficultiesinSingapore EnglishClassrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 AnnelieseKramer-DahlandDennisKwek 8 Parent,FamilyandCommunitySupportforAddressing DifficultiesinLiteracy . . . . . . . . . . . . . . . . . . . . . . . . . 179 JaniceWearmouthandMereBerryman vii viii Contents 9 Enhancing Reading Comprehension Through Explicit Comprehending-StrategyTeaching . . . . . . . . . . . . . . . . . . 197 JohnMunro 10 TheWritingAchievement,MetacognitiveKnowledgeof WritingandMotivationofMiddle-SchoolStudentswith LearningDifficulties . . . . . . . . . . . . . . . . . . . . . . . . . . 213 ChristinaE.vanKraayenoord,KarenB.Moni,AnneJobling, JohnElkins,DavidKoppenhaver,andRobynMiller 11 TheRoleofSelf-MonitoringinInitialWord-RecognitionLearning 235 RobertM.SchwartzandPatriciaA.Gallant 12 EffectiveInstructionforOlder,Low-ProgressReaders: MeetingtheNeedsofIndigenousStudents . . . . . . . . . . . . . . 255 KevinWheldallandRobynBeaman 13 Actualising Potential in the Classroom: Moving from Practising To Be Numerate Towards Engaging in the LiteratePracticeofMathematics . . . . . . . . . . . . . . . . . . . 275 RaymondBrown 14 EffectiveInstructioninMathematicsforStudentswith LearningDifficulties . . . . . . . . . . . . . . . . . . . . . . . . . . 295 MarjorieMontague 15 Language,CultureandLearningMathematics: ABourdieuianAnalysisofIndigenousLearning . . . . . . . . . . . 315 RobynJorgensen(Zevenbergen) 16 ‘She’s Not in My Head or in My Body’: Developing IdentitiesofExclusionandInclusioninWhole-ClassDiscussions . 331 LauraBlack 17 BreakingDowntheSilos:TheSearchforanEvidentiaryBase . . . 349 JohnElkinsandClaireWyatt-Smith AuthorIndex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359 SubjectIndex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369 Contributors RobynBeaman MacquarieUniversity,Sydney,NSW,Australia, [email protected] MereBerryman UniversityofWaikato,Hamilton,NewZealand, [email protected] LauraBlack UniversityofManchester,Manchester,UK, [email protected] RaymondBrown GriffithUniversity,Brisbane,QLD,Australia, ray.brown@griffith.edu.au MariaLuciaCastanheira FederalUniversityofMinasGerais,BeloHorizonte, Brazil,[email protected] JillCastek UniversityofCalifornia,Berkeley,CA,USA,[email protected] PetaColbert GriffithUniversity,Brisbane,QLD,Australia, p.colbert@griffith.edu.au JohnElkins GriffithUniversity,Brisbane,QLD,Australia, j.elkins@griffith.edu.au PatriciaA.Gallant UniversityofMichigan-Flint,Flint,MI48502,USA, pgallant@umflint.edu JudithGreen UniversityofCalifornia,SantaBarbara,CA,USA, [email protected] StephanieGunn GriffithUniversity,Brisbane,QLD,Australia,[email protected] ColinHarrison UniversityofNottingham,Nottingham,UK, [email protected] AnneJobling TheUniversityofQueensland,Brisbane,QLD,Australia, [email protected] RobynJorgensen(Zevenbergen) GriffithInstituteforEducationalResearch, GriffithUniversity,Brisbane,QLD,Australia,r.jorgensen@griffith.edu.au ix x Contributors DavidKoppenhaver AppalachianStateUniversity,Boone,NC,USA, [email protected] AnnelieseKramer-Dahl NationalInstituteofEducation,NanyangTechnological University,Singapore,Singapore,[email protected] DennisKwek NationalInstituteofEducation,NanyangTechnologicalUniversity, Singapore,Singapore,[email protected] DonaldJ.Leu UniversityofConnecticut,Storrs,CT,USA, [email protected] J.GregMcVerry UniversityofConnecticut,Storrs,CT,USA, [email protected] RobynMiller TheUniversityofQueensland,Brisbane,QLD,Australia, [email protected] KarenB.Moni TheUniversityofQueensland,Brisbane,QLD,Australia, [email protected] MarjorieMontague UniversityofMiami,CoralGables,FL,USA, [email protected] JohnMunro TheUniversityofMelbourne,Melbourne,VIC,Australia, [email protected] W.IanO’Byrne UniversityofConnecticut,Storrs,CT,USA, [email protected] RobertM.Schwartz OaklandUniversity,Rochester,MI48309,USA, [email protected] ChristinaE.vanKraayenoord TheUniversityofQueensland,Brisbane,QLD, Australia,[email protected] JaniceWearmouth UniversityofBedfordshire,Bedford,UK, [email protected] KevinWheldall MacquarieUniversity,Sydney,NSW,Australia, [email protected] ClaireWyatt-Smith GriffithUniversity,Brisbane,QLD,Australia, c.wyatt-smith@griffith.edu.au BethYeager UniversityofCalifornia,SantaBarbara,CA,USA, [email protected] LisaZawilinski UniversityofConnecticut,Storrs,CT,USA, [email protected] About the Authors Robyn Beaman is a research fellow at Macquarie University Special Education Centre (MUSEC) and deputy director of the MULTILIT (‘Making Up Lost Time InLiteracy’)ResearchUnit,basedinSydney,Australia.Robynhasextensiveexpe- rienceintheimplementationofremedialliteracyprogramsincommunitysettings, includingtheco-direction,fortheExodusFoundationinSydney,oftheSchoolwise Programs for disaffected, older low-progress readers since 1996 and the estab- lishment of MULTILIT tutorial centres for indigenous low-progress readers in Cape York, since 2005. In addition to effective literacy instruction, Robyn also researchestroublesomeclassroombehaviour.In2005,shewasawardedaMacquarie UniversityCommunityOutreachAwardforherMULTILITwork. Mere Berryman’s work in special education began after more than 20 years as a classroom practitioner. This led to the proposal of a research centre focused on working collaboratively with families and educators in order to raise student par- ticipation and achievement. This research centre is now part of the New Zealand Ministry of Education Special Education. As the manager of this centre, Mere andherteamhavefoundthatapproaches thatacknowledge theimportanceoffirst developing relationships with students and their families, in ways that maintain respectforeachother,aremostsuccessful.Thisinvolvesculturallyresponsiveand collaborativeapproachestounderstandingandresolvingproblems. Laura Black is a lecturer at the University of Manchester. Her research interests focusonpedagogicprocessesintheclassroomandtheconstructionoflearneriden- tities,particularlyinrelationtomathematics.Lauraiscurrentlyworkingonseveral projects on widening participation in mathematically demanding programs within post-compulsoryeducation. Raymond Brown isaseniorlecturer intheSchool ofEducation and Professional StudiesatGriffithUniversity,GoldCoastCampus,Australia.Hecametothisposi- tion after 31 years as a classroom teacher, where he implemented and studied inclusive approaches to teaching and learning. Over the past 10 years, Raymond’s researchhasbeenconcerned withprovidinginsightsintohowinclusiveclassroom practices emerge and are sustained within classrooms; how students construct and displaycertainidentitypositionswithinclassroomlearningenvironments;andhow xi xii AbouttheAuthors learning processes interact at the personal and social levels to motivate and guide peopleto‘speak’and‘act’asmembersoflearningcommunities. Maria Lucia Castanheira is professor of Education at the Federal University of Minas Gerais, Brazil. She is particularly interested in examining the social con- struction of opportunities for learning in diverse classrooms (elementary school and adult education) and literacy practices in and out of school. As a member of CEALE/UFMG, a literacy centre, Maria works in national projects supported by the Brazilian Ministry of Education (Brazilian Textbook Evaluation and Teacher DevelopmentalPrograms).Shehaspublishedonthediscursivenatureofclassroom interaction, access of learning disabled and hearing-impaired students to literate practices,textbookanalysisandresearchonepistemologicalissues. Jill Castek is a post-doctoral scholar with the Seeds of Science/Roots of Reading projectattheUniversityofCalifornia,Berkeley,whereshedevelopsandresearches integratedscienceandliteracycurricula.Herclassroom-basedresearchexploresthe opportunities for reading, writing and learning on the Internet, and the contexts and conditions through which new literacies are acquired. She investigates ways in which to use a wide variety of instructional strategies to support the skills and strategiesneeded toread,writeandcollaborate online.Jillearnedherdoctoratein educational psychology, with an emphasis on cognition and instruction, from the UniversityofConnecticut,UnitedStates. PetaColbertisaresearchfellowintheFacultyofEducationatGriffithUniversity inQueensland,Australia.Shehasco-authoredseveralreportsonlargegovernment- funded projects and evaluations focused on students with disabilities and learning difficulties,assessmentreformandliteracyprofessionaldevelopment.Petahasalso workedonnational,competitiveresearchprojects,includinganAustralianResearch Council-funded project exploring standards-driven reform in assessment, with a focusonteacherjudgmentandmoderation. John Elkins John Elkins is Emeritus Professor at The University of Queensland andAdjunctProfessorofLiteracyatGriffithUniversityinBrisbane,Australia.He servedontheBoardofDirectorsoftheInternationalReadingAssociation,waspres- ident of the Australian Reading Association and edited the Journal of Adolescent and Adult Literacy and the International Journal of Disability, Development and Education. His research interests include reading difficulties and inclusive education. Patricia A. Gallant is an associate professor of education in the School of EducationandHumanServicesattheUniversityofMichigan—FlintintheUnited States.Inadditiontoteachingliteracymethodscourses,sheisthecoordinatorforthe K-12LiteracySpecializationmastersprogram.Patricia’sresearchinterestsinclude early literacy instruction (especially kindergarten), teacher change, the effects of educational policies on teachers and classrooms and field-based teacher education program reform. She currently serves as the president of the Michigan Reading
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