This book takes into account the greater recognition of language users in schools and the working parties which have been set up to enable the more able to enjoy opportunities to display and develop their special talents. It also explores models of language learning and offers some strands of linguistic development on which teachers of English/literacy can build more specific developmental intentions.

This book will help teachers recognise, challenge and support children who show advanced skills in reading and writing so that they can enable them to achieve their full potential. Through exploring effective ways in which pupils can be assisted to develop linguistically, teachers will be better prepared for planning appropriately differentiated activities for these pupils. Areas covered include methods of challenging and improving able readers and writers, and learning from alternative text sources.

The book will be particularly helpful to language coordinators in primary schools, heads of English departments and teachers of English in secondary schools. It will also be of interest to parents of able language users.
Contents:
Preface
Acknowledgements
1 The Problem
2 Identifying More Able Language Users
3 What the School Can Do: Preparation, Policy and Parents
4 What the School Can Do: A View of Language Learning
5 How to Challenge and Improve the Reading of More Able Readers
6 How to Challenge and Improve the Writing of More Able Writers
7 More Able Language Users Learning from Texts other than Books
Appendix: Reading List Models
Bibliography
Index