Literaturnachweis - Detailanzeige
| Autor/inn/en | Bilton, Caroline; Duff, Aoife |
|---|---|
| Institution | Education Endowment Foundation (EEF) (United Kingdom) |
| Titel | Improving Literacy in Key Stage 2. Guidance Report. Second Edition |
| Quelle | (2021), (60 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Literacy Education; Reading Instruction; Teaching Methods; Evidence Based Practice; Elementary School Students; Language Skills; Reading Fluency; Reading Comprehension; Writing Instruction; Writing (Composition); Sentences; Drills (Practice); Student Evaluation; Student Needs; Intervention; Reading Difficulties; Foreign Countries; United Kingdom (England) |
| Abstract | This report offers seven practical, evidence-based recommendations that are relevant to all pupils, and particularly to those struggling with their literacy. To develop the recommendations, we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This second edition of the guidance report presents the same recommendations as the first but also offers additional examples, explanations, and resources to support educators to put the recommendations into practice. The report is one of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pedagogy and approaches to support the literacy development of pupils between the ages of seven and eleven in Key Stage 2. However, teachers may also find it useful for older pupils who have fallen behind their peers, or younger pupils who are making rapid progress. [For the first edition of this report, see ED612216.] (As Provided). |
| Anmerkungen | Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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