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ERIC Number: EJ972364
Record Type: Journal
Publication Date: 2012-Jul
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1741-4350
A Right to Be Heard: Learning from Learners with Additional Needs in Literacy
McPhillips, Therese; Shevlin, Michael; Long, Louise
Literacy, v46 n2 p59-66 Jul 2012
This study aimed to explore the consultation experiences of pupils who have additional needs in literacy. An opportunistic sample of eight schools--four in Northern Ireland and four in the Republic of Ireland--were chosen by the researchers; selected pupils were receiving additional literacy support. Focus group discussions and arts-based creative methodologies were used through which visual and verbal stimuli supported and extended the narratives of the children. The findings showed that pupils have a capacity for self-reflection and metacognitive talk around literacy. They had a keen awareness of their specific difficulties and the reading strategies they use. However, they wished for greater choice in how literacy support is organised and for more information about individual reading targets and scores. There was a great desire among pupils for consultation at meetings concerning their progress. Involving pupils in planning and evaluating their literacy learning needs as a fundamental right raises questions about teachers' current protectiveness of pupils with additional needs.
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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland; United Kingdom (Northern Ireland)