ERIC Number: ED350573
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
The Teaching of Initial Literacy--How Do Teachers Do It? A Report on the Survey of the Teaching of Initial Literacy from the Centre for Research in Language and Communication.
Cato, Vivienne; And Others
A study investigated the range of methods and approaches used by teachers in Year 2 in teaching reading and writing, and the assumptions underlying these approaches. Headteachers of 122 nationally representative maintained schools in England and Wales completed a brief questionnaire giving mostly statistical information about their school. A subsample of 26 schools were visited for in-depth case studies. Samples of pupils' writing were submitted by teachers along with assessments on a five-point scale. Results indicated that: (1) there was a wide range of performance among Year 2 children in reading and writing and more evidently the latter; (2) many teachers found it difficult to differentiate among different levels of pupil performance; (3) the assessment procedures had little direct application to teaching strategies adopted; (4) assistance for pupils with special needs was difficult to obtain on a systematic basis; (5) there were marked differences between the teachers' competence as effective managers of children and time; (6) the classrooms of effective teachers had a layout that was compartmentalized and designed to promote opportunities for independent learning; (7) schools differed greatly in the extent to which they drew on assistance from parents or other adults in the classroom; (8) most teachers claimed to use a variety of methods in teaching reading and writing; and (9) while the children were generally seated in groups, they seldom worked collaboratively. (Two tables and three figures of data are included; appendixes include the selection of schools and pupils, the pupil literacy profile, case study interviews, and an article on children's writing at age 7.) (RS)
Descriptors: Case Studies, Classroom Environment, Emergent Literacy, Evaluation Problems, Foreign Countries, Primary Education, Reading Instruction, Reading Research, Small Group Instruction, Student Evaluation, Teacher Behavior, Teaching Methods, Writing Instruction, Writing Research
National Foundation for Educational Research, The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, England, United Kingdom (6.50 British pounds).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Foundation for Educational Research, Slough (England).
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)