Inclusive Principles and Practices in Literacy Education.

Front Cover -- Inclusive Principles and Practices in Literacy Education -- Copyright Page -- Contents -- List of Contributors -- Foreword -- Introduction -- Theoretical Framework -- Inclusive Literacy -- Structure and Content of the Volume -- References -- Part I: Literacy, Inclusion and Access to the Curriculum: International Insights -- Literacy and Inclusion: Current Perspectives -- Introduction -- Definitions: Inclusive Education -- Definitions: Literacy -- Literacy Education -- Definition: Inclusive Literacy -- The Concept of Inclusion in Practice -- The Concept of Inclusive Literacy Education in Practice -- Policy and Practice in Australia -- Conclusion -- References -- Multiliteracies, Multimodality, New Literacies and …. What Do These Mean for Literacy Education? -- Introduction -- Changing Views of Literacy -- Multiliteracies -- Multimodality -- 'New Literacies' and 'Digital Literacies' -- 'Reading' and 'Writing' with New Modes of Communication -- Reading with Digital Compared with Print-Based Texts -- Changed Writing Practices -- The Integrative and Interactive Nature of Reading and Writing with Digital Texts -- Moving On: Coding and Literacy -- Conclusion -- References -- Examining the Literacy within Numeracy to Provide Access to the Curriculum for All -- Introduction -- Numeracy and Mathematics -- Vocabulary and Mathematical Knowledge -- Literacy and Early Numeracy -- Numeracy as an Enabler of Inclusive Practice -- Numeracy within and across Curricula and Education -- Enhancing Access to the Curriculum through Numeracy -- Personalising Learning through Numeracy -- Conclusion -- References -- Leadership Approaches to Inclusive Education: Learning from an Irish Longitudinal Study -- Introduction -- The Irish Educational Context -- International Perspectives on Inclusive Education -- Educational Inclusion and Ireland.

Description of Our Research -- Discussion of Some Findings in Relation to Related Research -- Support Provision -- Responding to Literacy Needs -- Concluding Comments -- References -- Inclusive Literacy Education and Reading Assessment for Language-Minority Students and Students with Special Educational Needs in German Elementary Schools -- Introduction -- National Educational Standards and National Educational Assessment in Germany -- DIF as a Means to Detect Group-Specific Difficulties in Reading Comprehension -- Reading Comprehension of Language-Minority Students: Investigating the Role of Academic Language Features -- The Concept of Academic Language -- Socioeconomic and Language-Related Disparities in the Acquisition of Language Skills -- Including Students with Special Educational Needs in National Educational Assessments in Germany -- DIF Analyses Regarding Students with Special Educational Needs -- Discussion and Implications for Inclusive Literacy Education -- References -- Culturally Responsive Pedagogy, Science Literacy, and Urban Underrepresented Science Students -- Illiteracy in the United States Has Sociocultural Meaning -- Standardized Testing and Urban Reform Efforts Distorting the View of Science -- Science Literacy in Culturally Diverse Contexts -- Teachers Learning to Teach Scientific Literacy in Urban U.S. Contexts -- The Dilemma of Coverage versus Connection for Culturally Inclusive Science Literacy Teacher -- Connecting with Students through Science -- Unpacking Embedded Expert Strategies -- Making Cultural Connections to Science Literacy -- Beginning with Concrete and Building to Abstraction -- Leveraging the Sociocultural Nature of Science Literacy Learning -- Humanising Science -- Implications for the Use of Culturally Responsive Teaching in Teaching Scientific Literacy -- References.

Developing Inclusive Literacy Practices in South African Schools -- Introduction -- Accessing Inclusive Education: Being There -- From Charity to Rights -- The Role of Policies and Programmes -- The Role of Teachers -- The Role of Parents -- Current Status of Literacy Instruction in South Africa -- Literacy Instruction Values: Being Engaged While Being There -- Expectations -- Creating Literacy Opportunities -- Ensuring Meaningful Content and Materials -- Building on Language -- Literacy Approaches and Practices -- Conclusion -- References -- Part II: Improving Student Literacy with Vulnerable Cohorts -- The First Time I've Felt Included: Identifying Inclusive Literacy Learning in Early Childhood through the Evaluation of Better Beginnings -- Introduction -- Defining Inclusion in Early Childhood -- Intervention in Early Childhood -- Intervening in Early Childhood Literacy Learning -- The Better Beginnings Family Literacy Programme -- Evaluating Better Beginnings -- Growing Better Beginnings to Enhance Inclusivity -- Including Multilingual Families -- Including Aboriginal Families -- Including Four- to Five-Year-Old Children -- Elements of Inclusion in the Better Beginnings Programmes -- Inclusive Values and Practices -- Collaboration between Early Childhood Professionals and Families -- Working with Partners to Implement Programmes for Families in a Coherent and Sustainable Way -- Relationships with Children and Families -- Supporting Parents/Carers as Their Child's First Teacher -- Conclusion -- References -- Effective Instruction for Primary Grade Students Who Struggle with Reading Fluency -- Introduction -- What's behind Reading Comprehension Difficulties? -- Describing Struggling Readers -- Instruction Struggling Readers Need -- Struggling Readers Need Time for Instruction and Materials to Read -- Readers Theatre.

Additional Performance Activities -- Read Two ImpRess -- The Fluency Development Lesson -- Proof of Concept -- What Next? -- References -- Engaging Students in Inclusive Literacy Learning with Technology -- About Multimodal Texts and Older/Newer Literacies -- Digital Technologies in Inclusive Literacy Learning: Past and Present -- Skill-Building -- Emancipating -- Meaning-Making -- Newer Technologies -- Mobile Technologies -- Augmented Reality -- More Digital Tools to Consider -- Mind-Mapping Tools -- Enhanced Word Processors -- Digital Technologies in Inclusive Literacy Learning - Possible Futures -- A Word about Teacher Professional Development -- Conclusion -- References -- Inclusive Reading Practices for Aboriginal and/or Torres Strait Islander Students in Australia -- Educational Outcomes for Aboriginal and/or Torres Strait Islander Learners -- The Discourse around Culturally Appropriate Instruction and Effective Teaching Practice -- Effective Reading Instruction for Aboriginal and/or Torres Strait Islander Students: What the Research Reports -- Improving Teacher Knowledge and Educational Outcomes -- Conclusion -- References -- Encouraging Literacy through Inclusive Science Investigations: How a Sense of Wonder Can Cater for Diversity -- Introduction -- Science for All -- Developing Literacy Through the Language of Science -- Inclusive Approaches to Develop Science in and out of the Classroom -- Role of the Educator -- Case Study: Riverbank Investigations -- The Book -- Implementation -- Conclusion -- References -- Transition to Junior Secondary Schooling for Students with Learning Difficulties and Disabilities: A Study in Personalised Learning and Building Relational Agency In Schools -- Introduction -- Transition: A Complex Process -- Well-being -- Inclusion and Exclusion -- Intervention Programmes.

Personalised Learning and Student Autonomy: Some Practical Issues -- The Study: A Teacher Advisor Programme to Build Relationships in Schools -- A Whole-school Approach to Building Relationships -- Year One and Two of the Programme: The Challenge to Restructure Relationships -- Structural Barriers to Building Relationships in Schools -- Conclusion -- References -- Reflections of Staff and Students on the Introduction of Reciprocal Teaching as an Inclusive Literacy Initiative in an English Secondary School -- Introduction -- How and Why Reciprocal Teaching Was Introduced in This School -- Teacher Understanding of the Purpose of Teaching Literacy Skills across the Curriculum -- Implications for Teacher Training and Professional Development -- The Challenges of Implementation in the Classroom -- The Role of Monitoring and Evaluation in Sustaining a Literacy Initiative -- Conclusion -- References -- Inclusive Literacy for Students from Other Language Backgrounds -- Theories on Learning English as an Additional Language -- The Time Taken to Learn Another Language -- The Impact of Home Language -- Socio-Economic Influences -- The Complexity of Subject Area Language -- Language and Literacy within Lessons -- The Australian Context -- Research-Based Teaching Strategies -- Collaborative Problem Solving with Hypotheses -- Semantic Webs and Grids -- Key Vocabulary -- Genre Analysis -- Text Reconstruction -- Dictogloss -- Implementation of Strategies -- Conclusion -- References -- Index.

This volume draws together research and practice from the fields of literacy education and inclusion. It provides an insight into current theory, research and issues associated with teaching literacy to all students in inclusive classrooms. Literacy remains a critical success factor for students, as the basis for concurrent and future learning.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.