The Importance of Literacy Attainment in Primary Education
Why the government are driving to ensure literacy is a main priority, especially reading by six years of age. The importance of this and the effects on the child, parents, teachers and society.
Abstract
This paper attempts to analyse why the government are working so hard at ensuring all our primary children are reading by the age of six. The importance of this and the effect on children, teachers and society. It is well documented that reading is one of the most important abilities students acquire as they progress through their early school years. It is the foundation for learning across all subjects, it can be used for recreation and for personal growth, and it equips young children with the ability to participate fully in their communities and the larger society (Campbell et al, 2001)
We will look at key issues and research which underpin the government literacy policy and ways in which it can be improved in school. In particular we focus on the extensive research between poor literacy attainment and behavioural problems within the primary setting. We trace the early literacy support programmes and how they are practised in the class room setting. We address the theoretical views on how language acquisition and literacy are interwoven. We look at the role of the teacher and school, and how policy and practice can smooth the progress of child literacy attainment by age of 6.
Contents
Title and Abstract i
Chapter 1 1
Introduction 1 Chapter 2 2
Literature Review 2 Research in to reading difficulties and behavioural problems 2
2.1
How does this affect the individual, parents, teachers and society 5
2.2
What impact does it have on the school 6
Chapter 3 8
Analysis and critique of evidence base 8
What challenges does it impose on the teachers and what effective teaching methods are considered best practice
Abstract
This paper attempts to analyse why the government are working so hard at ensuring all our primary children are reading by the age of six. The importance of this and the effect on children, teachers and society. It is well documented that reading is one of the most important abilities students acquire as they progress through their early school years. It is the foundation for learning across all subjects, it can be used for recreation and for personal growth, and it equips young children with the ability to participate fully in their communities and the larger society (Campbell et al, 2001)
We will look at key issues and research which underpin the government literacy policy and ways in which it can be improved in school. In particular we focus on the extensive research between poor literacy attainment and behavioural problems within the primary setting. We trace the early literacy support programmes and how they are practised in the class room setting. We address the theoretical views on how language acquisition and literacy are interwoven. We look at the role of the teacher and school, and how policy and practice can smooth the progress of child literacy attainment by age of 6.
Contents
Title and Abstract i
Chapter 1 1
Introduction 1 Chapter 2 2
Literature Review 2 Research in to reading difficulties and behavioural problems 2
2.1
How does this affect the individual, parents, teachers and society 5
2.2
What impact does it have on the school 6
Chapter 3 8
Analysis and critique of evidence base 8
What challenges does it impose on the teachers and what effective teaching methods are considered best practice
Bibliography: Research in to reading difficulties and behavioural problems As it has frequently been observed that reading difficulties are accompanied by behaviour problems ( Berger, Yule & Rutter, 1975; Rutter, Tizeird & Whitmore, 1970) major part in how a child leans and indeed what they learn. Gerhardts (2004 and Gopnik et al., 2001) point out that for a child to develop effectively, it is important that