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Italian epidemiological data reveal a large discrepancy between the incidence of learning disabilities in mathematics and simple difficulties in mathematics. The incidence of dyscalculia (specific learning disability in mathematics) is about 2%, whereas the incidence of students with difficulties in arithmetic is surprisingly greater, estimated by teachers to be about five students out of 25 (that is, 20%). This unexpectedly high number of students with difficulties invites serious consideration of its cause and remedy. In this chapter, we try to answer to these questions in the light of two educational studies aimed at improving calculation abilities and the outcome of an intervention with three single cases with dyscalculia using the model and the materials of an innovative arithmetical curriculum. The results suggest that for most children, their arithmetic difficulties are simple consequences of their math instruction, which may be remediated by integrating traditional math curricula with information derived from the research on the cognitive arithmetical architecture and its development. There are also implications that even the arithmetical difficulties of dyscalculic children may be improved with special training focused on their specific impairments revealed after a detailed assessment.

Young children write to learn the alphabetic code, take notes to help them remember, and provide meaningful text to others. These are cognitively and linguistically complex processes. Reciprocal relationships among the development of writing, the purposes of writing, and the learners of interest impact instructional approaches and student outcomes. Teachers can increase success when they provide explicit and systematic self-regulation and writing instruction, view children as collaborators in the process, provide scaffolding that gradually shifts the responsibility to the children, and adapt instruction to meet the abilities and interests of the children. Effective instructional practices for young children with disabilities or who are at risk, are presented, for example, scaffolded writing, the use of graphic organizers, and self-regulated strategy development.

Purpose – The present chapter discusses how qualitative research can assist in rethinking and transcending the limitations of the notion of one-way knowledge transfer, which is still a dominant ontological paradigm of organizational learning in China.

Approach – The authors first present their critiques of the dominant knowledge transfer research paradigm. Then, using a recent case example, they illustrate how qualitative research, coupled with the alternative ontological paradigm of knowledge translation can provide context-sensitive insights into how cultural barriers and other knowledge boundaries can be crossed and how breakthroughs in knowledge transfer can be achieved.

Findings – Qualitative methods are highly appropriate for understanding complex social processes involving political and cross-cultural dynamics. They are ideal for gathering and making sense of the various perceptions, feelings, assumptions, aspirations, motives, and attributions that are held by members of different groups. They can track the sequence of key events and critical choices, and they can provide insights into the anatomy of social networks and power structures.

Originality/Value – The present chapter highlights the areas where qualitative designs can generate novel and fascinating insights regarding organizational learning in China. The authors argue that if researchers are interested in the diversity of conditions, in knowledge creation, and in the emergence of new practices within unique contexts, then they would be well advised to adopt qualitative designs.

Literacy research in Norway has focused on many areas. Dyslexia has been one main area for many years. The last years’ many approaches have been taken to understand how reading disabilities can be prevented and to understand the connection between the spoken and written language. A school reform reducing the age of admission to school from seven to six from 1997 has had the effect of stimulating research in the field of reading development.

Norwegian orthography is described as semi-transparent. Studies of Norwegian children show that even children with dyslexia break the alphabetic code rather easily. Also, Norway is an advanced, rich country with a clear commitment to equity. These are some reasons why Norway should get good results on international reading achievement tests. The results from different international reading assessments, however, have worried the Norwegian Government. The Organisation for Economic Cooperation and Development (OECD) has clearly stated that Norway has a job to do in terms of equity. In most reading achievement tests, Norway shows a wider spread of outcomes than many other OECD countries. The Norwegian school reform of 1997 has not been a great success in the area of children's literacy development. The international results and the evaluation of the reform have led to a range of initiatives from the Government and to yet another reform with a new curriculum. In this new curriculum, there is a somewhat clearer focus on benchmarks to be achieved. There is, however, little concentration on what to do when children fall behind their peers for no apparent reason. The school authorities hope, however, that the initiatives that are taken will make a difference.

The primary purpose of this chapter is to synthesize the existing research that describes children who are unresponsive to generally effective early literacy interventions. Studies were selected in which: (a) children ranged from preschoolers to third graders and were at-risk for reading disabilities; (b) treatments targeted early literacy; (c) outcomes reflected reading development; and (d) students’ unresponsiveness to intervention was described. The search yielded 23 studies, eight of which were designed primarily to identify characteristics of unresponsive students; the remaining 15 studies focused on treatment effectiveness, but also identified and described unresponsive students. A majority of unresponsive students had phonological awareness deficits; additional characteristics included phonological retrieval or encoding deficits, low verbal ability, behavior problems, and developmental delays. Methodological issues are discussed that complicate comparisons of non-responders across studies. A secondary purpose of this chapter is to describe findings from recent longitudinal studies that support the hypothesis that non-responders may be the truly reading disabled. Implications for future research and practice are discussed.

Purpose – To provide educators with an overview of strategies that can be incorporated into clinical settings that foster vocabulary and comprehension development.

Design/methodology/approach – The chapter highlights underlying themes of reading failure, benefits of large vocabularies and comprehension skills, and components for remediation/instruction.

Findings – Content provides detailed information on designing clinics that prepare students to meet the vocabulary and comprehension demands of reading in the 21st century.

Research limitations/implications – The chapter highlights the most reliable and practical reading strategies that are fundamental to every reader's advancement.

Practical implications – This chapter serves as a resource for all clinical instructors, providing a wealth of ideas for incorporation into their clinics and classrooms.

Originality/value of paper – This compilation of vocabulary and comprehension strategies works in tandem to produce highly skilled readers who can in turn learn independently.

This chapter briefly reviews the research related to the construct of pedagogical content knowledge (PCK) over the past 25 years. Despite the remarkable implications of the PCK conceptualization, questions remain concerning the vagueness of the construct and the studies conducted on the PCK research line, questions which may lead to new developments in defining the nature of the conceptualization, its validity, and its utility. However, agreement exists concerning the need to portray specific cases of PCK of successful teaching. The work argues for a need to develop models of teacher learning and professional development that are subject matter specific. The chapter ends with a call for basing professional development on the conceptualization of PCK.