"Managing the Literacy Curriculum" focuses on a critical period for pupils between the ages of nine and thirteen when the demands made on children's literacy changes fundamentally, and when children establish life-time patterns of reading and non-reading.
Based on the authors' five-year research project, the book looks in particular at the progression from elementary to secondary school, and how teachers can work together to help children cope with the curriculum across the subject boundaries. It provides a framework for teachers to help set up a whole-school approach to literacy, based on a series of steps which enable them to find out how literacy is perceived by teachers and is used effectively within classroom contexts. Practical guidance on how schools can help students who have literacy difficulties, on methods of assessment and reporting, and on how outside agencies can be involved will be particularly helpful to teachers and heads of departments.

This book focuses on a critical period for pupils between the ages of nine and thirteen when the demands made on children's literacy change fundamentally, and when children establish life-time patterns of reading and non-reading. It provides a framework for teachers and managers to help set up a whole-school approach to literacy, based on a series of steps which enable managers to find out how literacy is perceived by teachers and effectively used within classroom contexts. Practical guidance on how schools can help pupils who have literacy difficulties, on methods of assessment and reporting, and on how outside agencies can be involved will be particularly helpful to teachers and heads of department.