This research investigated the impact on students and teachers of 'Reading to learn', a discourse-oriented approach to middle years literacy. It was found that, despite challenges, teachers can improve student literacy outcomes by changing patterns of classroom interaction, particularly where a theorised approach is used to support teacher professional learning
Notes
Submitted to the School of Education of the Faculty of Education, Deakin University
Degree conferred 2008
Thesis (Ph.D.)--Deakin University, Victoria, 2007
Bibliography
Includes bibliographical references (leaves 309-325)
