BOOK COVER -- HALF-TITLE -- TITLE -- COPYRIGHT -- DEDICATION -- CONTENTS -- FIGURES -- TABLES -- APPENDICES -- ACKNOWLEDGEMENTS -- INTRODUCTION -- CONTEXTS FOR LEARNING -- RESPONSIBILITIES OF THE SCHOOL -- LITERACY WITHIN THE CURRICULUM -- CREATING A COMMUNITY FOR LITERACY -- 1 RETHINKING THE MEANING OF LITERACY -- EVIDENCE OF FALLING STANDARDS -- LITERACY HEALTH WARNINGS -- MODELS OF RE ADING AND WRITING -- STANDARD MODELS OF LITERACY -- Reading as a natural language activity -- Problems with 'natural language' models -- Reading as decoding -- Rhyme, alliteration and analogy -- Interactive-compensatory model -- Limitation of code-based models -- INDIVIDUALIZING FAILURE -- SCHOOL EFFECTS ON LITERACY -- THE NATURE OF CLASSROOM TASKS -- HOW TEXTS CHANGE CHILDREN'S THINKING -- GENRE THEORY -- FAMILY LITERACY AND PARENTAL PARTNERSHIP -- THE INFLUENCE OF TELEVISION -- RESEARCHING THE CLASSROOM -- ADULT-CHILD PROXIMATION -- Teaching as 'mediation' -- Contingencies in teaching -- SUMMARY -- NOTES -- 2 A FRAMWORK FOR UNDERSTANDING LITERACY TEACHING AND LEARNING -- LITERACY AS 'INTERNAL' OR 'INTIMATE' PROCESSES -- THE 'SITE' OF LITERACY FORMATION -- A FRAMEWORK OF ADULT-CHILD PROXIM ATION -- Quadrant A: teacher-driven -- Quadrant B: resource- or occupier-driven -- Quadrant C: child-driven -- Quadrant D: learning-driven -- SOCIO-CONSTRUCTIVISM -- TEACHERS' CONCEPTUAL MAPS -- LITERACY QUESTIONNAIRE -- ANALYSING THE QUESTIONNAIRE DATA -- Differences between primary and secondary teachers -- Differences between subject specialists in secondary schools -- SUMMARY -- 3 AUDITING THE LITERACY CURRICULUM -- CLASSROOM PERSPECTIVES -- CLASSROOM REALITIES -- CLASSROOM RESEARCH METHODS -- AUDITING THE CURRICULUM -- OBSERVATION FRAMEWORK -- TEACHING STYLE AND LITERACY EXPERIENCE -- SUMMARY -- 4 LITERACY AND LEARNING IN THE PRIMARY CLASSROOM.

DILEMMAS IN PRIMARY TEACHING -- SOCIAL CONSTRUCTIVISM AND THE PRIMARY CLASSROOM -- NEGOTIATING THE RESEARCH BRIEF -- COMPONENTS OF SCAFFOLDING -- Recruitment and management -- Representation and clarification -- Elaboration -- Mediation -- Finishing -- HOW PRIMARY TEACHERS USED THEIR TIME -- HOW CHILDREN SPEND THEIR TIME IN PRIMARY CLASSROOMS -- TIME SPENT READING OR WRITING IN PRIMARY CLASSROOMS -- LESSON SCRIPTS -- Year 3 script -- Year 4/5 script -- Year 1 script -- SCAFFOLDING AND THE CULTURE OF PRIMARY CLASSROOMS -- THE TRANSITION FROM PRIMARY TO SECONDARY SCHOOL -- SUMMARY -- 5 LITERACY ACROSS A SECONDARY SCHOOL CURRICULUM -- RESEARCH METHODS -- TEACHERS' CONCEPTUAL MAPS AND OBSERVED CLASSROOM PRACTICE -- Teacher management and structure -- Occupier or resource-driven activities -- Pupil-led learning -- Inter-departmental differences -- SECONDARY TEACHERS' CONSTRUCTS AND CLASSROOM BEHAVIOUR: AN OVERVIEW -- THE NATURE OF PUPILS' LEARNING EXPERIENCE -- TIME SPENT READING OR WRITING -- LESSON SCRIPTS -- The humanities script -- The maths script -- The science script -- The English script -- The drama script -- The modern languages script -- SUMMARIZING ARIZING THE LESSON OBSERVATION DATA -- AN AGENDA FOR CHANGE -- Common practice for composition and presentation -- Quality and duration of reading events -- Quality and duration of writing events -- Literacy in the daily landscape -- Collaborative work -- Information technology -- SUMMARY -- 6 MANAGING THE LITERACY CURRICULUM -- STEP 1: UNDERSTANDING LITERACY WITHIN THE WHOLE CURRICULUM -- STEP 2: TOWARDS A SCHOOL POLICY FRAMEWORK -- STEP 3: PROMOTING PROFESSIONAL DEVELOPMENT -- STEP 4: CONDUCTING A CURRICULUM AUDIT -- STEP 5: INCREASING TIME SPENT READING AND WRITING -- STEP 6: CREATING CLASSROOM CONTEXTS WHICH BRING LITERACY ALIVE -- STEP 7: SCAFFOLDING.

STEP 8: WIDENING THE RANGE OF FUNCTIONS FOR READING AND WRITING -- STEP 9: MANAGING THE TRANSITION BETWEEN PRIMARY AND SECONDARY PHASES -- STEP 10: CAPITALIZING ON THE MEDIA AND INFORMATION TECHNOLOGY -- STEP 11: INVOLVING PARENTS AS PARTNERS -- STEP 12: RESPONDING TO INDIVIDUAL NEEDS -- STEP 13: BECOMING A COMMUNITY OF READERS AND WRITERS -- APPENDICES -- REFERENCES -- INDEX.