Preface
In writing this book I have attempted to place the phenomenon of learning difficulty within a
much wider context than is usual by exploring a variety of learning processes, learning theories,
and concepts about learning. An understanding of the way in which learning occurs is fundamental
to an understanding of how and when problems in learning may arise. By painting this broader
canvas I hope to help teachers and others appreciate that problems in learning are not all due
to weaknesses within students or to lack of motivation on their part. Indeed, many learning
difficulties are created or exacerbated not by factors within the students but by influences within
the environment in which they live and learn. Many such factors in the learning environment
are amenable to modification and improvement, whereas deficits within learners are not so easily
changed.
Two of the most powerful influences in the learning environment are the school curriculum
and the approaches to teaching. It is argued here that teaching methods and materials must be
selected carefully to suit the types of learning involved in specific lessons, and to accommodate
the learning characteristics of the students. Many learning problems are prevented or minimised
by matching teaching methods and lesson content to learners’ current aptitude and prior experience.
Of course, some learning problems are indeed due to deficits or impairments within students
themselves; and discussion focuses on such causes in later chapters of the book. However, the
point is made that some commonly observed weaknesses or ‘deficits’ (for example, poor attention
to task, limited concentration, poor retention and recall of information) are often the outcome
from learning failure, not the cause. The impact of inappropriate curriculum, insufficient
teaching, and persistent failure is discussed, with particular reference to the detrimental effects
they can have on students’ affective development and motivation.
Readers will identify a number of recurring themes running through the chapters — including
the need to catch and maintain students’ attention, the importance of explicit teaching and guided
practice, and the value of teaching students effective task-approach strategies. Also emphasised
in many chapters is the importance of addressing students’ personal and emotional needs, as
well as working toward cognitive and academic goals.
I have drawn widely from international literature to support my arguments and to present
contemporary perspectives on learning and learning difficulty. There is universal agreement that
early prevention of learning failure is much more effective than later attempted cures.
PETER WESTWOOD
FACULTY OF EDUCATION
UNIVERSITY OF HONG KONG
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