Who is the reader? How do we reach them, and why? To what extent are readers determining what libraries offer? How has that changed since the birth of reader development? And what impact has organizational development had on the publishing and promotion of literature? This edited collection covers all aspects of literature in relation to readership, exploring the chain of events connecting author and reader. It reflects on the challenges facing information professionals in reader development, looks at current promotion and partnership options, and offers new professionals and students fresh ideas, practical guidance and a firm underpinning knowledge upon which to build. These user-friendly and clearly structured contributions bring together the work of expert practitioners and academics from both theoretical and practical perspectives. Key topics include: regional partnerships and reader development strategies social inclusion and accessibility emergent readers and social regeneration the roles of imaginative fiction in people's lives imaginative literature for children and young people imaginative literature for adults reading and information technology promoting books to readers sharing the knowledge - developing reflective practitioners. Readership: This contemporary guide is essential reading for library and information professionals, students and academics. It will also be of great value to students taking literature and publishing courses.

This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include: Learning the structure of language at the word level. Reading comprehension and reading comprehension difficulties Assessing reading in second language learners. Effective prevention and intervention for word-level reading difficulties. The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading." Sir Jim Rose Chair and author of Independent Review of the Teaching of Early Reading: Final Report(2006).

Since its establishment in 1966, the Community Development Journal has maintained its position as the leading international journal for practitioners, academics and policy-makers across the world. To celebrate its fortieth anniversary, the CDJ's Editorial Board commissioned three highly experienced members, two of them former editors, to bring together a representative sample of the best writing from the Journal. The thirty chapters in this volume, including an entirely new introductory contextual essay, are drawn from every corner of the world, demonstrating the richness and diversity of community development theory and practice. Despite this diversity, the changing foci of community development and the varying contexts in which it is practised, the chapters all reflect the commitment of community development theorists and practitioners to engage critically with the key values of social justice -- equality, fairness, participatory development and respect for difference. This book will become a key text for those concerned with implementing these values in practice.

The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.

International Community Development Practice provides readers with practice-based examples of good community development, demonstrating its value for strengthening people power and improving the effectiveness of development agencies, whether these be governmental, non-governmental or private sector. The chapters focus upon the making of the community development profession and the eight core competences required of the professional practitioner, as outlined by the International Association for Community Development (IACD), whatever their job title or host agency, in order to be able to undertake community development. These are concerned with the ability of the practitioner to: Put ethics and values into practice Engage with communities Ensure participatory planning Organize for change Support learning for change Promote diversity and inclusion Build leadership and infrastructure Develop and improve policy and practice From a policy perspective, the book will reassert the role of community development approaches as related to a wide variety of global challenges, including poverty amelioration, climate change, human rights, peace building and social, environmental, political and economic development. From a practice perspective, the book will reassert the importance of high levels of professional competence building upon decades of experience in the field around the world by development practitioners working in community work, social work, health, adult education, environmental protection, local economic development, urban design, cultural work and other disciplines concerned to support effective community development.

Concisely and in nontechnical language, this book reviews the current literature on vocabulary development among children and makes teachers and parents aware of current research in this all-important area for current and later success in school.

Anthropology for Development: From Theory to Practice connects cross-cultural social theory with the concerns of development policy and practice. It introduces the reader to a set of key ideas from the field of anthropology of development, and shows how these insights can be applied to solve real-world development dilemmas. This single, accessibly written volume clearly explains key concepts from anthropology and draws them into a framework to address some of the important challenges facing development policy and practice in the twenty-first century: poverty, participation, sustainability and innovation. It discusses classic critical and ethnographic texts and more recent anthropological work, using rich case studies across a range of country contexts to provide an introduction to the field not available elsewhere. The examples presented are designed to help development professionals reframe their practice with attention to social and cultural variables as well as understand why mainstream approaches to reducing poverty, raising productivity, delivering social services and grappling with environmental risks often fail. This book will prove invaluable to undergraduate and postgraduate students who are professionals-in-training in development studies programs around the world. It will also help development professionals work effectively and inclusively across cultures, tap into previously invisible resources, and turn current development challenges into opportunities.

The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

Teachers, as life-long learners, engage in professional development to deepen their understanding of content and instructional methods. Teacher professional development is a form of adult education, and adults learn best if they are actively involved in their own learning and see it relative to their own needs. Grounding professional development in actual classroom practice is a highly powerful means of fostering effective teachers. Research has shown that, for professional development to be effective, several components of instruction should be considered: reflection on practice, problems arising in practice, subject matter content, and principles of adult learning. Practice-Based Professional Development in Education is a cutting-edge research publication that explores both effective and ineffective professional development practices and presents arguments for why adult learning theory should be considered when designing a professional development session. Highlighting a range of topics including social media, education reform, and teacher learning, this book is essential for teachers, academicians, education professionals, policymakers, curriculum designers, researchers, and students.