Contributions from: Helen Whitely.
Abstract
The introduction of the Literacy Hour in 1998, as part of the National Literacy Strategy (NLS), was preceded by concerns about the lack of guidance and provision for pupils with special educational needs, despite the general aim to help all children. Additional guidance was later produced, but the Framework for Teaching is not explicit about systematic intervention for children at risk of developing severe reading difficulties.
This paper reports two questionnaire surveys of teachers' experiences of teaching the Literacy Hour which were sent to all schools in Preston, Blackpool and Chorley. The first survey, in early 1999, asked about training, preparation, implementation, effectiveness and children with 'special difficulties'. After this survey had found that children with 'special difficulties' only benefit from the Literacy Hour under certain circumstances, the second survey (conducted in autumn 1999) focused on the teaching of literacy with dyslexic children and other children with special educational needs. The difficulties of teaching such children in the Literacy Hour are discussed, as is successful practice, together with the wider implications for the National Literacy Framework.
 |
 |