Rose discusses the Australian Learning to Read:Reading to Learn programme as a prescription for the new South Africa. Detailed examples of application of this model and its techniques. Good discussion of underlying (Vygotskyan) principles; and how this model diverges fundamentally from its failed traditionalist and progressivist rivals. Based on extensive, long-running and highly successful action research.
Martin and Rose make reference to how genre based approaches have been hugely successful in Australian schools. They recognise that introducing a genre based approach causes problems in English language programs: how can knowledge and skills be effectively learnt and to teach this knowledge an skills. Advocating a top down approach in contrast to a traditional bottom up approach to language teaching, Martin and Rose discuss Rothery's model of deconstruction, joint construction and independent construction to illustrate how talk and dialogue can be used to successfully allow learners to become independent in reading and writing themselves.