Understanding pupils' perspectives on their learning has been shown to be of significant help in planning and implementing an effective literacy teaching programme.


This book offers a new viewpoint of reflective curriculum design, in contrast to current `top-down' models characterised by dictates and requirements placed on teachers from above. Instead, the learner is placed at the centre of teaching as the text explores much-needed evidence about the views of learners themselves. Topics covered include:




learners' perspectives of reading, writing and literacy teaching
learners' perspectives on literacy teaching
an exploration of the viewpoints of the learners
advice on how to develop a learner-centred approach to literacy teaching.