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ERIC Number: EJ847664
Record Type: Journal
Publication Date: 2009-May
Pages: 7
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0268-2141
"They're Telling Me What I Already Know Instead of What I Don't Know": Dyslexic Pupils' Experiences of Withdrawal Tuition during the Later Primary Years
Anderson, Rosemary
Support for Learning, v24 n2 p55-61 May 2009
This article reports findings from a qualitative case study whose main focus was on how four 10-11-year-old dyslexic pupils coped with the demands of classroom reading during their final two years (Years 5-6) at a primary school in the north of England. Data were also collected on more general issues associated with the pupils' experiences of small-group withdrawal tuition, and it is this evidence that is drawn on here. Although there were some benefits in terms of improved self-esteem and overall confidence levels, problems with the sessions were revealed. The work on basic literacy skills lacked challenge as it was not well matched to learning needs and disaffection was created due to missing class lessons. Because of their literacy difficulties these dyslexic pupils were inevitably marginalised within the classroom community of learners, and I argue that attending withdrawal sessions added to their exclusionary experience of school.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)