Exploring the Field: Empowering voice and identity     

Fiona M. Collins  Alison Kelly 《English in Education》2008,42(3):283-298

This article reports on the findings of a research project (Exploring the Field) carried out with two Year 6 classes during the period of the FIFA World Cup in 2006. Drawing on Elaine Millard’s concept of ‘fusion literacy’ the pupils’ contributions to individual journals and a class blog are analysed. Key findings relate to ways in which the content of the project, which accorded with many of the pupils’ interests, combined powerfully with the communicative channels offered by the journals and blog. This combination gave some pupils new opportunities to find a writing voice and, given the global status of the tournament, raised particular issues about identity.  相似文献   

Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children   总被引：2，自引：0，他引：2  

Kyle FE  Harris M 《Journal of deaf studies and deaf education》2006,11(3):273-288

Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed.  相似文献   

Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2023,50(1):1-5

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2022,49(1):2-5

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