Raising Standards in Literacy Book

	List of illustrations
	Notes on contributors
	Series editor's preface
	Introduction	1
Pt. I	Research into the teaching of literacy	7
1	What does research tell us about how to develop comprehension?	9
2	What does research tell us about how we should be developing written composition?	23
3	As the research predicted? Examining the success of the National Literacy Strategy	38
4	What do effective teachers of literacy know, believe and do?	55
5	Developing literacy: towards a new understanding of family involvement	66
6	The words in basal readers: a historical perspective from the United States	82
	Discussion: research into the teaching of literacy	98
Pt. II	What counts as evidence?	103
7	The irrelevancy - and danger - of the 'simple view' of reading to meaningful standards	105
8	Understanding national standards in reading	117
9	Validity in literacy tests	125
10	Trying to count the evidence	136
	Discussion: what counts as evidence?	151
Pt. III	Developing teacher practice	155
11	Textbooks and model programmes: reading reform in the United States	157
12	Teacher education programmes and children's reading achievement	175
13	The implementation of the National Literacy Strategy in England, 1998-2001	190
14	Examining teaching in the literacy hour: case studies from English classrooms	204
15	The literacy block in primary school classrooms, Victoria, Australia	216
16	Globalisation, literacy, curriculum practice	231
	Discussion: developing practice	251
	Index	257