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This chapter addresses the concept of Literacy for all under a broadened view of inclusion in education. Definitions of inclusion, literacy and inclusive literacy are provided prior to consideration of some of the issues associated with developing and improving the literacy of every student in regular classroom contexts. It presents a brief overview of theory and international research, and as an example, provides some insights into current educational policies, practices and provision in Australia in relation to literacy education.

Purpose – To identify effective literacy instructional strategies and methods based on assessment. Also, to provide information on literacy experts that teachers may seek advice from as they work with striving readers.

Approach – A review of literature and the research on teaching striving readers were examined.

Practical implications – Reading is an important determining factor in efficacious learning and overall literacy; students must possess the necessary literacy skills to become successful and productive citizens in an information age. Throughout the chapter, a striving reader is presented while offering the reader an authentic example of a striving reader. The strategies, methods, and experts offer best practices; these will enhance the student(s) literacy skills.

Originality/value of paper – Educators utilizing the information provided in this chapter will be enhanced in their ability to effectively teach their students.

This study aims to examine how well print‐literacy support being provided to New Zealand Modern Apprentices (MAs) is supporting their study and practical work.

The authors undertook a qualitative analysis of a database of 191 MAs in the literacy programme, then in 14 case studies completed 46 interviews with MAs, their employers, industry coordinators and adult literacy tutors to obtain triangulated insights into each MA's learning.

A strong sense of disjunction appeared between the work culture and the norms of being print literate which adult literacy tutors worked to draw apprentices into. Interviewees perceived a divide between practice and theory, or “doing the job” and “doing bookwork”, so that MAs were faced with trying to be two different kinds of people to succeed in their apprenticeship.

Future research may explore the ways in which differing value‐sets that apprentices encounter can compete with and undermine creation of knowledge and skills.

Desirably, apprentices' literacy tutors should possess sufficient familiarity with trade terminology and practices to help bridge the divide between trade and print‐literate assumptions and values to the extent possible.

This study questions Lave and Wenger's assumption that mastering knowledge and skill requires newcomers to participate fully within their community of practice. It proposes instead that varying values, which apprentices must come to grips with need to be better aligned with one another.

This paper aims to examine the relationship between patterns of functioning in four domains (attention and concentration; social and communication; coordination and organisation; and literacy and numeracy) in women in prison. Also, to consider potential associations between functioning and previous Neurodevelopmental Disorder (NDD) diagnoses, previous mental health diagnoses and history of head injury, self-harm and attempted suicide.

Women in one Scottish prison were invited to participate; 87 consented. Women were screened for functional difficulties and asked about their relevant educational and medical history.

Half of participants reported difficulties in one or more domains. All possible combinations of functional difficulties were found. Only eight women reported previous NDD diagnoses. Functional difficulties were significantly associated with history of self-harm, history of attempted suicide and mental health diagnoses. In total, 32% of women reported at least one head injury, but this was not significantly associated with functional difficulties.

The sample was comparatively small and questions were self-report. Analyses were based on within-cohort comparisons due to a lack of appropriate general population data.

There is a clear need for timely, practical and comprehensive profiling of females in the Justice System. Current systems do not appear to adequately identify women with functional difficulties or other adversity. Greater use of interdisciplinary working and shared training is indicated, as is a move from categorical diagnostic systems towards dimensional approaches.

This study is the first to investigate associations between difficulties associated with NDDs, mental health difficulties and head injury in women in prison.

Children's failure to develop proficiency in reading and writing continues to challenge educationalists, parents and carers. In this chapter we argue that the concept of dyslexia as an explanation for failure or as a starting point for intervention is fatally flawed. Our argument is that the concept is a socially constructed category with no scientific basis. Hence quasi-medical differential diagnosis is invalid and educationally divisive. We question this phenomenon that persists despite the protestations of Stanovich (1994, 2005) and others, through a brief survey of work in the fields of social categorisation, cognitive psychology and neuroscience. In summary our view is that whilst there are some ‘natural’ tendencies to categorise, with regard to literacy there is no identified objectively defined and unambiguous discontinuity between skilled and unskilled reader. There is, therefore, no support for the persistence of a distinctive category of dyslexia. Further, the notion of ‘dyslexia’ in itself does not support appropriate intervention.

This paper examines the overlap between two groups of children, those with speech, language and communication needs (SLCN) and those with social, emotional and behavioural difficulties (SEBD). The case is made that these are common and overlap, with serious consequences for the children and families concerned. The difficulties experienced by the children and their families have implications for health inequalities and should influence the way in which both child and adolescent mental health and public health services are conceptualised and delivered.

The challenge for drug and health promotion services is to keep up‐to‐date with the dynamics of drug use patterns and trends both nationally and within certain groups (Kilpatrick, 2000). The traveller community present with lower but similar levels and patterns of drug use than the general population, but are particularly vulnerable to early onset of drug use and problematic substance use relating to their life circumstances. Drug use in the traveller community is facilitated and mediated by a combination of risk and resilience factors, which include lack of education, unemployment, comprised health and poor housing conditions.The research aimed to provide an explorative account of the issue of drug use in the traveller community and consisted of focus groups (N=12) of travellers (N=57) with a gender balance (47/53%) based on self‐selection and volunteerism. The focus groups (4‐5 individuals) were predominantly peer‐accompanied where a traveller guided the facilitation of the traveller focus groups and were also gender based. The focus groups incorporated the following key themes relating to the travellers and drug use; traveller culture and drug use, drug availability and dealing, gender differences in drug use, types of drugs used, reasons for drug use, levels of drug related knowledge, attitude to drug use, drug taking contexts and patterns, problematic drug use in the traveller community, drug awareness, perceptions of risk and experiences of drug treatment and community services.The travellers indicated increased drug availability in recent years. Some members of their community were dealing in and using drugs, as a result of unemployment, lack of education, depression, and increasing contact with the settled community. This has lead to a fragmentation of traveller culture. Traveller men are at heightened risk of substance dependency in terms of increased contact with drugs such as cocaine, speed, hash and ecstasy. In contrast, traveller women reported prescription medication abuse. The travellers described a fear of problematic drug use within their communities coupled with concern in terms of discriminatory experiences with health and drug services, lack of awareness of current service provision and the lack of culturally appropriate drug education material and addiction counseling.

Health literacy (HL) is considered an important prerequisite for informed, self-determined health decisions. HL research among older migrants is scarce, but especially important, as older people face great challenges regarding management of chronic illnesses and, therefore, are in need of adequate healthcare. Therefore, this paper aims to report HL in the domain of healthcare (HL-HC) among older migrants in Germany stratified by different countries of origin.

Data were collected by a quota sample in North Rhine-Westphalia, Germany. Computer-assisted personal face-to-face interviews were conducted in German, Russian and Turkish. For this analysis, a subsample of 192 first-generation migrants aged 65–80 years from Turkey, Poland, Greece or Italy was drawn from the main sample (n = 1,000). HL-HC was assessed using a sub-index of health literacy survey European questionnaire 47. Data analyses comprised descriptive statistics, bivariate and multivariate analyses.

Overall, 68.6% of the older migrants have limited HL-HC, and mean HL-HC scores vary significantly among different countries of origin. There is great variation in reported difficulties for the single HL-HC tasks by migrant groups. In multiple regressions, country of origin, not German as main language, low functional HL and low social status are significantly associated with lower HL-HC.

Interventions should be aimed at smaller target groups and should consider language issues and possible differences related to countries of origin into account. Both individual skills and system-related aspects need to be addressed.

This paper presents first data on HL-HC among older migrants in Germany and its determinants, stratified by different countries of origin.

Literacy represents one’s ability to process and produce materials related to a domain. One type of this higher-order, global individual difference variable is consumer financial literacy. It stems from one’s financial information processing capacity, prior financial knowledge, and proficiency in optimizing financial decisions and managing financial resources. The paper aims to discuss these issues.

The research matching perspective theoretically explains findings related to literacy, including those in this special issue. Optimal processing arises as available and required processing resources correspond. Thus, cognitive comprehension and behavioral application/decision-making outcomes following financial marketing communication exposure are optimized when consumer financial literacy matches the level needed for successful processing. Insufficient or excess available resources harm outcomes.

The resource-matching perspective clarifies consumers’ increasing financial difficulties. Consumers limit personal finance efforts because required resources overwhelm limited financial literacy. However, education or experience can expand consumer financial literacy. Alternatively, financial service marketers may accommodate low consumer financial literacy by simplifying financial information presentation. Consumers reward firms that show sensitivity to their domain-specific literacy limitations with stronger loyalty.

Construct definition is vital to advance research. Yet, financial literacy has no generally accepted definition. This paper’s definitions should aid understanding of the psychological underpinnings of financial literacy’s components.

Much has been written about consumers’ inability to manage personal finances. This paper provides a unified, theoretical explanation for consumers increasing financial literacy difficulties and suggests ways that consumers, financial service providers, and public policy makers can overcome these difficulties.

This chapter explores how the creation of multimodal texts using digital technologies, including mobile devices, augmented reality and the World Wide Web can engage, support and reposition primary school-aged literacy learners who have diverse needs. There is emphasis on how the creation of such texts can assist literacy learners in attaining reading comprehension, fluency and motivation.