Malcolm Reed – författare

This book focuses on a critical period for pupils between the ages of nine and thirteen when the demands made on children's literacy change fundamentally, and when children establish life-time patterns of reading and non-reading. It provides a framework for teachers and managers to help set up a whole-school approach to literacy, based on a series of steps which enable managers to find out how literacy is perceived by teachers and effectively used within classroom contexts. Practical guidance on how schools can help pupils who have literacy difficulties, on methods of assessment and reporting, and on how outside agencies can be involved will be particularly helpful to teachers and heads of department.

This book focuses on a critical period for pupils between the ages of nine and thirteen when the demands made on children''s literacy change fundamentally, and when children establish life-time patterns of reading and non-reading. It provides a framework for teachers and managers to help set up a whole-school approach to literacy, based on a series of steps which enable managers to find out how literacy is perceived by teachers and effectively used within classroom contexts. Practical guidance on how schools can help pupils who have literacy difficulties, on methods of assessment and reporting, and on how outside agencies can be involved will be particularly helpful to teachers and heads of department.

This book focuses on a critical period for pupils between the ages of nine and thirteen when the demands made on children''s literacy change fundamentally, and when children establish life-time patterns of reading and non-reading. It provides a framework for teachers and managers to help set up a whole-school approach to literacy, based on a series of steps which enable managers to find out how literacy is perceived by teachers and effectively used within classroom contexts. Practical guidance on how schools can help pupils who have literacy difficulties, on methods of assessment and reporting, and on how outside agencies can be involved will be particularly helpful to teachers and heads of department.

The second, updated edition of Management of Breast Cancer in Older Women offers the reader evidence-based knowledge to support the care of older patients with breast cancer. It presents the most up-to-date research and clinical practice from  leading specialists across a range of fields that come into contact with older breast cancer patients. With new chapters on nursing and clinical trials in older women, as well as patient perspectives and the issues of managing patients with cognitive impairment, the book offers a new focus on this increasingly common and important group of patients. Multidisciplinary in its approach, this book covers all the bases for managing breast cancer in older women. The full range of therapeutic options is presented, as well as the epidemiology and specific psychosocial considerations for older patients. Medical, surgical and radiation oncologists, breast nurses, gerontologists and all healthcare professionals involved in the management of older breast cancer patients will benefit from this unique and important work.