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1.
The National Literacy Strategy (NLS) was introduced into schools in England in 1998 with the aim of raising the literacy attainments of primary‐aged children. The Framework for Teaching the Literacy Hour, a key component of the NLS, proposes an interpretation of literacy that emphasises reading, writing and spelling skills. An investigation of the Literacy Hour for pupils with a range of special needs raised questions about teachers' interpretation of literacy when children have severe and complex learning needs. The research suggested that a skill‐based view of literacy is limited and has the potential to exclude pupils who cannot access or produce written material by conventional means. These issues are discussed within the context of views drawn from contemporary literature. Implications for further research are identified. 相似文献
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Jeni Riley 《Curriculum Journal》2013,24(1):29-58
This article discusses critically the implementation of the National Literacy Strategy (NLS). The following issues are addressed: the importance of literacy in advanced societies; increasing public concern about literacy standards in English and Welsh primary schools; the perceived need for a large-scale intervention into the teaching of literacy from the standpoint of international comparisons and school inspection evidence. The literacy process, its complexities and controversies, are considered and critiqued, along with the extent to which the NLS is able to accommodate the implications of research findings. In conclusion, the evaluation reports on the impact of the NLS are discussed. 相似文献
3.
SUE BEVERTON 《Cambridge Journal of Education》2003,33(2):217-235
As schools adapt to the Key Stage 3 Literacy Strategy, this paper looks at early impacts upon secondary English departments of the primary National Literacy Strategy (NLS). Since 1999, pupils with increasing experience of the primary NLS have been entering secondary schools. This paper focuses upon four secondary English departments at three points in time: early in the first year in which secondary schools received Y7 students who had experienced the NLS (autumn 1999), towards the end of the same school year (July 2000) and five terms later (spring 2002). The paper looks for shifts over time in departmental policy and practice across the primary/secondary transfer that may relate to the impact of the primary NLS. Of the two major findings from rounds one and two of interviews, one was confirmed by the third round of interviews and one was not. The persistent finding was that greater success with post-NLS students in Y7 was experienced by the English department that already practised high levels of liaison with feeder primary schools and worked positively to publicise their literacy practices across their own school's other subject departments. However, over the three years, the four departments grew more varied in their preparation for, and responses to, receiving students from the primary NLS. This suggests that English departments are operating their responses to the primary NLS with a fair degree of autonomy. 相似文献
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The introduction of a national 'literacy hour' as part of the National Literacy Strategy (NLS) has been seen as a major reform to improve standards of literacy in primary schools in England. A major thrust of the reform has been the concept of 'interactive whole class teaching' which has come from the school improvement literature. However, critics argue that the concept of interactive whole class teaching is not well defined and that it mainly results in traditional whole class teaching. As a consequence of policy initiatives like the NLS, teachers are pressurised into using more directive forms of teaching with less emphasis on active learning. In order to investigate these arguments, the discourse styles of 10 teachers were intensively studied as they taught the literacy hour. The findings suggest that the endorsement of interactive whole class teaching appears to have had little effect in providing opportunities for pupils to question or explore ideas to help them regulate their own thinking. The implications of the findings for externally generated curriculum reforms like the NLS are considered together with the in-service needs of teachers who are charged with implementing such policy-led initiatives. 相似文献
6.
Gemma Moss 《Literacy》2004,38(3):126-133
Drawing on a recent ESRC‐funded research project, 1 this paper will explore some of the contradictory structural features of the National Literacy Strategy (NLS), which have helped shape its evolution over time, and reflect on some of the tension points which have arisen at different levels of implementation as the Strategy unfolds. In the process, the paper will consider NLS not so much as a neutral means of transferring ‘what works’ from one site to another, but rather as itself constituting a new social context in which literacy teaching and learning take place. It will pay particular attention to the new pace of teaching that NLS has ushered in and the way in which this is driven by the kind of planning regime that NLS introduced. 相似文献
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Too Much,Too Young? An Analysis of the Key Stage 3 National Literacy Strategy in Practice 总被引：1，自引：0，他引：1
Neil Allen 《English in Education》2002,36(1):5-15
This article was first drafted after I worked for 14 weeks last year in a school that was piloting the National Literacy Strategy at Key Stage 3. I now work in another school delivering the full published Strategy to Year 7. In this article, I explore the contradictions inherent in the Strategy in attempting to develop the English and literacy skills of Key Stage 3 pupils. Ultimately, my argument is that the educational benefits of this teaching to objectives is at odds with some of the deeper aims of the Strategy and of English teaching, and that the constant assessment involved puts too much pressure on our youngsters at an age when they should be concentrating on social development as people. 相似文献
9.
Roger Beard 《Journal of Research in Reading》2000,23(3):245-255
This paper discusses the teaching approaches which English primary schools are encouraged to use as part of the National Literacy Strategy (NLS) and the ways in which the case for their increased use is supported by research and inspection evidence. This evidence suggests that, in the years immediately before the NLS was implemented, early reading in English primary schools was largely taught by individualised methods. The skills for dealing with information texts were taught rather patchily. Links between reading and writing were often not directly made. The paper argues that the reasons for this individualised pedagogy can be traced back to the influence of the Plowden Report of 1967. The limitations of individualised teaching with whole classes have subsequently been highlighted by school effectiveness research. The paper outlines the studies which have influenced the NLS in promoting greater direct interactive teaching of literacy and notes some critical issues which are still to be resolved. 相似文献
10.
Dominic Wyse 《Educational studies》2000,26(3):355-364
One of the most contested areas in relation to literacy has been the teaching of reading. The British National Literacy Strategy (NLS) was intended to foreclose the reading debate by taking a clear position on the teaching of reading and prescribing this for all schools. National policy makers have claimed that the NLS is underpinned by research evidence. The central question that informs this paper is: has the research evidence on the teaching of reading demonstrated that the greater emphasis on phonics evident in the NLS Framework for Teaching is justified? Empirical evidence in a number of key areas is reviewed: seminal work; teaching method evaluations; longitudinal evidence and the DfEE review of research and related evidence. It is concluded that there is a weak link between research and the prescribed phonics teaching in the Framework, and that changes should be made to reflect more accurately the research evidence. 相似文献
11.
《British Educational Research Journal》2003,29(6):917-928
Abstract There is evidence that the National Literacy Strategy (NLS) has led to a sustained increase in literacy attainment, especially in reading, although recent international comparisons also suggest some additional issues regarding pupil performance in England. The relative success of the NLS may at least partly lie in the policy application of several complementary areas of educational research, a suggestion disputed by Dominic Wyse (this issue). However, his critical commentary is marred by important omissions, particularly of reference to debates about the teaching of reading and to the statutory status of the National Curriculum for English. His alternative suggestions on the use of ‘child development’ evidence lack methodological detail and are only partly formulated. 相似文献
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Abi Bangerter 《Educational Psychology in Practice》2002,18(1):5-19
This paper describes initial research into the teaching of literacy in Bedfordshire by the Educational Psychology Service. The majority of lower schools in the authority follow the National Literacy Strategy (NLS) and teach the Literacy Hour daily. Five of these hours were observed in seven Year 1 classes across the country. Particular attention was given to the teaching of word level work, as this has been found to be most influential in learning to read. Instances of word level work were timed and categorised in terms of the approach used. The results demonstrated a large amount of variation in the delivery of the NLS in these schools, particularly in time spent on word level work. Most schools favoured onset-rime as an approach to teaching word level work, which reflects the emphasis of the NLS. These findings are related to recent and ongoing research into the most effective ways of teaching word level work. 相似文献
14.
Kate Wall 《Curriculum Journal》2013,24(3):233-246
This article investigates the policy of setting that is commonly being seen as an organizational tool for effective delivery of the National Literacy Strategy (NLS). It is suggested that teachers are finding the increased amount of whole-class teaching to a diverse range of abilities, as prescribed by the NLS, problematic. This case-study researches both teachers' and children's perspectives on the Literacy Hour as taught in mixed-ability classes and in sets. Reflective commentaries and pupil questionnaires were used to collect data over two years. The results indicate a complex range of issues, both pedagogical and organizational, which need be considered before setting can be promoted as a strategy for literacy delivery. I conclude that there is a need for urgent research into the effectiveness of setting as a means of teaching the Literacy Hour. 相似文献
15.
Rhona Stainthorp 《Journal of Research in Reading》2000,23(3):297-307
This is a discussion paper reflecting on the National Literacy Strategy (NLS) after one year of operation. It is argued that, despite claims that it has already had an effect on KS2 SAT (Standardised Assessment Test) performance, it is too soon to make such a judgement. Questions are raised about whether it is wise to use a non‐professional group of assistants to provide the Additional Literacy Support for at risk children in Key Stage 2 or the Key Stage 1 Intervention Programme. It is argued that those children who show atypical development need the most qualified and highly skilled teachers. Finally, it is argued that once the NLS becomes established it will be necessary for all teachers to engage with the research literature so that they teach from a position of professional understanding of the processes involved in reading and writing development. 相似文献
16.
D Dolman 《American annals of the deaf》1992,137(3):278-282
The whole language philosophy is having an impact not only in general education but in the education of deaf children as well. Many of the practices derived from this philosophy are beneficial for all children. Yet, because most deaf children have tremendous difficulty in acquiring English literacy, a more direct approach to teaching them may be warranted in many cases. The field of deaf education would be better served if, rather than moving from one trend in general education to another, we first took into account the special needs of deaf learners and then worked systematically and deliberately to build a knowledge base of the most effective practices for promoting literacy. 相似文献
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Melissa Mosley 《Teaching Education》2013,24(4):403-426
The new literacy studies (NLS) is a tradition of research that includes ethnographic work on literacy that has many applications for classroom teachers. The NLS include explorations of local literacies and critical literacy as well as the notion of literacy itself. When teachers draw on the NLS, students are able to draw on their practices in critical and transformative ways. However, NLS perspectives have not been used to examine how teachers are prepared in pre‐service programs and the ways critical literacy practices develop. This paper examines how two pre‐service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy. I conclude with recommendations for teacher educators who are interested in supporting such approximations. 相似文献
18.
Robin Campbell 《Literacy》1998,32(1):21-23
The literacy hour is a key facet of the new National Literacy Strategy and its use will be more or less mandatory in English primary schools from September, 1998. Yet there are some problems with the concept and, Robin Campbell argues in this article, it may not in fact go far enough. Is a literacy hour in itself likely to make a significant difference to children’s literacy achievements, or are there other considerations which require some attention? 相似文献
19.
In 1998, the Government introduced the National Literacy Strategy (NLS) in all primary schools in England in a bid to raise literacy standards. The first cohort of primary schools in the northern Local Education Authority ( n = 19) implemented the project in January 1997, the second cohort ( n = 20) began in September 1997. Each cohort consisted of three different year groups (Year 2, Year 4 and Year 6). The aim of this project was to focus upon exam results from these schools and thereby identify possible predictors of success (e.g. socio-economic status, age of pupils, teaching and learning style). We looked at differences within and between each cohort. We also carried out in-depth case studies of three northern schools. Each case-study involved interviews with key staff. The wider implications of the findings for the implementation of the NLS and for the training needs of teachers are considered. 相似文献
20.
Veronica Hanke 《Journal of Research in Reading》2000,23(3):287-298
This article reports on an enquiry into the responses of a class of Year 1 children, aged 5‐6 years, to the first eight months of the National Literacy Strategy (NLS). Children were given incomplete drawings to represent the four parts of the Literacy Hour. In completing the drawings the children made their own interpretations of the Literacy Hour. They could choose to write thought or speech bubbles, draw faces and expressions, make written or dictated comments about the teacher and the children portrayed. The methodology enabled these young children to articulate detailed responses to their experience of a particular style of teaching. Each child documented a range of attitudes to and feelings about whole class teaching, group work and the plenary session. These insights, which were often challenging, put the emotional dimension of learning at the centre of their experiences of the NLS. 相似文献