Understanding pupils' perspectives on their learning has been shown to be of significant help in planning and implementing an effective literacy teaching programme.

This book offers a new viewpoint of reflective curriculum design, in contrast to current `top-down' models characterised by dictates and requirements placed on teachers from above. Instead, the learner is placed at the centre of teaching as the text explores much-needed evidence about the views of learners themselves. Topics covered include:

• learners' perspectives of reading, writing and literacy teaching
• learners' perspectives on literacy teaching
• an exploration of the viewpoints of the learners
• advice on how to develop a learner-centred approach to literacy teaching.