"Fallen through the Cracks": Teachers' Perceptions of Barriers Faced by Struggling Literacy Learners in Secondary School

Autor/in	Merga, Margaret K.
Titel	"Fallen through the Cracks": Teachers' Perceptions of Barriers Faced by Struggling Literacy Learners in Secondary School
Quelle	In: English in Education, 54 (2020) 4, S.371-395 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Merga, Margaret K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1672502
Schlagwörter	Teacher Attitudes; English Teachers; Barriers; Reading Difficulties; Learning Disabilities; Secondary School Students; Adolescents; Achievement Gap; Attendance; Time Factors (Learning); Student Needs; Indigenous Populations; Pacific Islanders; Positive Attitudes; Learner Engagement; Mainstreaming; Foreign Countries; Family Environment; Literacy; English Language Learners; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Anwesenheit; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ausland; Familienmilieu; Alphabetisierung; Schreib- und Lesefähigkeit; Australien
Abstract	Struggling literacy learners are typically low achievers with poor engagement in literacy learning, and the gap between struggling and capable students widens as children move through the years of schooling. Literacy research and interventions for struggling literacy learners typically focus on the primary school years. The 2019 Supporting Struggling Secondary Literacy Learners mixed-methods project collected qualitative data on teacher perceptions of the barriers experienced by their struggling literacy learners in Australian mainstream secondary English classrooms. Recurring barriers included literacy skill gaps and English as an additional language status, absenteeism, home factors, student attitudes and engagement, school and systems factors, and learning difficulties and disabilities influencing learning. This project found high agreement with diverse individual and group level barriers, and diverse learner barriers were negatively associated with perceived adequacy of time to meet the needs of struggling literacy learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01