Springer Multiple Perspectives on Difficulties in Learning Literacy and Numeracy

There are many approaches to researching the difficulties in learning that students experience in the areas of literacy and numeracy. This book explores those difficulties and the interventions used to improve outcomes. Review From the reviews: “This book is likely to be found soon on all recommended reading lists for graduate and postgraduate students pursuing studies in special and inclusive education. It is also relevant reading for students undertaking courses in the teaching of reading and mathematics. … brings together under one cover the diverse theories, perspectives and studies that have hitherto been confined to discipline-specific texts and professional journals. … the book has probably achieved its purpose in advancing our understanding of issues surrounding learning difficulties in literacy and numeracy.” (Peter Westwood, Australian Journal of Learning Difficulties, Vol. 17 (1), May, 2012) From the Back Cover This book advances understandings of the difficulties in learning that students experience in the key areas of literacy and numeracy and the interventions that have been used to improve outcomes. By including authors drawn from several countries and with expertise in a variety of research traditions, the book addresses the sometimes complementary and sometimes contradictory results, and generates new approaches to understanding and serving students with difficulties in literacy and numeracy. A distinctive feature of the book is its focus at the intersection of literacy education, numeracy education and learning difficulties. Traditionally these have tended to be addressed separately by researchers and policy makers, leading to compartmentalised thinking and often demonstrates lack of awareness of developments in the other domains. In short, to date there has been limited exchange across these fields. Further, the published research and indeed policy attention indicates a relative imbalance given to literacy and numeracy education and learning difficulties relative to these more generally. The authors in this book respond to this by providing a more balanced coverage of these fields and extend the discussion into the contribution of information and communication technologies. This book brings together for the first time internationally recognised scholars from a diverse range of countries whose contributions provide an opening for new insights into difficulties in learning literacy and numeracy from a range of educational policy and practice contexts.