This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

General Introduction

  • By: P. Allison, R. Beard, J. Willcocks, R. Beard, R. Beard, R. Beard, C. Bereiter, M. Scardamalia, C. Bereiter, M. Scardamalia, L. Chanquoy, L. Earl, N. Watson, B. Levin, K. Leithwood, M. Fullan, N. Torrance, D. Galbraith, G. Rijlaarsdam, P. Gilbert, D. H. Graves, C. Harrison, G. Hillocks, G. Hillocks, G. Hillocks, T. Lensmire, I. Maun, D. Myhill, T. Miller, D. A. Myhill, D. A. Myhill, J. Riley, D. Reedy, J. Riley, D. Reedy, M. Sharples, C. Torgerson & D. Zhu
  • In:The SAGE Handbook of Writing Development
  • Chapter DOI:
  • Subject:Early Childhood Literacy, Literacy

General Introduction

General introduction

The origins of this Handbook lie in an international seminar series, Reconceptualising Writing 5–16: cross-phase and cross-disciplinary perspectives1 that was held at the Universities of Leeds, Exeter, and London in 2003–4. The seminars were funded by the United Kingdom Economic and Social Research Council and were planned in response to national concerns about children's writing in English schools that had been the focus of national debate in the preceding years (e.g., Beard, 1999, 2000a and b; HMI, 2000; Myhill, 1999, 2001; Riley and Reedy, 2000, 2002; Earl et al., 2003). This was a debate that had been fuelled by central government policies to raise standards of literacy. The policies had appeared to have had at least some short-term impact on the reading ...

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