Patterns of Reading Development in The First School  

Oleh:

Francis, Hazel

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 62 no. 02 (Jun. 1992), page 225.
Topik: First school; Reading Development; teachers; students

Isi artikel

This study identified different reading progress patterns in children in the early primary years, extending the findings of other studies conducted with older children. Analysis of both standardised and teacher assessments suggested that the best readers at 7 had exhibited steady progress over two years on a linear gradient established during or before the first few months in school. Others, however exhibited curvilinear progress patterns, characterised by a gentle gradient over some months followed by a steeper incline which matched or exceeded the rate of progress of the better readers, in some cases catching up. The poorest readers at 7 had not reached this point of "take-off', though some were showing signs of being near to it. The findings are examined in the light of the nature of the assessments adopted. Their significance for teachers' identification of pupils' support needs both before and after they move towards independent reading, and for the use and interpretation of standardised test scores, are discussed.

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