Blurb:

In Chapter 1, David Rose recounts the origins of Reading to Learn in work with Indigenous Australian children in primary and secondary school, informed by genre writing and scaffolded reading pedagogies. A key insight from this research is that Indigenous children’s struggles with school literacy are part of a wider problem in schools of inequality of participation and access to knowledge through literacy. The R2L methodology evolved in response to these challenges, guided by the needs of teachers participating in professional learning programs. This chapter describes the development of the methodology in these contexts, and explains its components.