Contributions from: Lindsay Pee.
Abstract
The UK National Literacy Strategy and particularly its implementation through the Literacy Hour is a radical departure from the ways in which educational innovations have been introduced in the past. With its emphasis on 'Whole-class' teaching it represents an important step towards inclusive education. However, there has been some concern that the needs of pupils with SEN (and dyslexia in particular) cannot adequately be met by the methods proposed.
The paper will report on a 'snapshot' study funded by the DfEE that was conducted in 16 Manchester and Salford schools during February 1999. It involved interviews with Key teachers for Literacy, SENCO's & class teachers and observations of the Literacy Hour teaching of Key teachers and SENCO'S. The results will be set in the context of other relevant studies particularly those of Watson and Johnson (1998) and Solity (1999). The results of the study be compared with the 'Additional Literacy Support' materials produced by the National Literacy Strategy team. Finally the implications for pupils with Dyslexia dn other SEN will be discussed.
References:
Watson, J.E. and Johnston, R.S. (1998)
Accelerating Reading Attainment: The effectiveness of synthetic phonics.
Interchange 57, Edinburgh, The Scottish Office.
Solity, J., Deavers, R.,
Kerfoot, S., Crane, G and Cannon, K (1999) Early Reading Research: An overview.
DECP Neewsletter 91, June 1999.
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