Abstract
The standard of literacy achieved by school students, in particular in reading, is an issue that attracts perennial media and professional attention. Although the focus of literacy teaching has tended to be on initial literacy skills, it is the contention of this article that greater attention needs to be given to the uses to which these skills are put in terms of wider learning. The aims of the article are, first, to explore the nature of what we might term “extended literacy skills” and, second, to draw out some principles for the teaching of such skills. The article does this through a presentation and analysis of two encounters with extended literacy each involving a different 10-year-old student with difficulties in basic literacy. The article will try to show that these literacy difficulties were not an impediment to the exercise of extended literacy—students simply required thoughtful and effective teaching.
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