How Can Children with Mild Literacy Difficulties Be Supported at the Transition to Secondary School? A Small-Scale Quasi-Experimental Study

Autor/inn/en	Bark, Caroline; Brooks, Greg
Titel	How Can Children with Mild Literacy Difficulties Be Supported at the Transition to Secondary School? A Small-Scale Quasi-Experimental Study
Quelle	In: British Journal of Special Education, 43 (2016) 4, S.373-393 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12158
Schlagwörter	Literacy; Learning Problems; Secondary School Students; Quasiexperimental Design; Transitional Programs; Intervention; Matched Groups; Cohort Analysis; Spelling; Age Differences; Gender Differences; Language Skills; Reading Improvement; Writing Skills; Achievement Gains; Comparative Analysis; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Lernproblem; Sekundarschüler; Kohortenanalyse; Schreibweise; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Language skill; Sprachkompetenz; Writing skill; Schreibfertigkeit; Achievement gain; Leistungssteigerung; Ausland; Großbritannien
Abstract	There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government-funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small-scale quasi-experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty-two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01