Literacy in Early Childhood and Primary Education (3-8 years)

[Pages:412]Research Report No. 15

Literacy in Early Childhood and Primary Education (3-8 years)

Eithne Kennedy, Elizabeth Dunphy, Bernadette Dwyer, Geraldine Hayes, Th?r?se McPhillips, Jackie Marsh, Maura O'Connor, Gerry Shiel.

Boyd Freeman Design boydfreeman.ie boyd@boydfreeman.ie + 353 (0)87 0536995

Literacy in Early Childhood and Primary Education (3-8 years)

Commissioned research report

Eithne Kennedy, St. Patrick's College, Dublin Elizabeth Dunphy, St. Patrick's College, Dublin Bernadette Dwyer, St. Patrick's College, Dublin Geraldine Hayes, St. Patrick's College, Dublin Th?r?se McPhillips, St. Patrick's College, Dublin Jackie Marsh, University of Sheffield, UK Maura O'Connor, St. Patrick's College, Dublin Gerry Shiel, Educational Research Centre, Dublin

2012

Research conducted on behalf of the National Council for Curriculum and Assessment

Literacy in Early Childhood and Primary Education (3-8 years)

? NCCA 2012 ISSN 1649-3362 National Council for Curriculum and Assessment 24, Merrion Square, Dublin 2.

ncca.ie

Literacy in Early Childhood and Primary Education (3-8 years)

Acknowledgements

The Education and Special Education Departments in St. Patrick's College, Dublin City University, the Educational Research Centre, St. Patrick's College and the University of Sheffield, UK, thank the National Council for Curriculum and Assessment for commissioning and supporting this project. In addition, we are indebted to Sarah FitzPatrick and Arlene Forster of the NCCA for providing detailed feedback on earlier drafts of the report.

Reading Note

Readers should note that this report is one of three research papers published in 2012 in support of the development of a new primary language curriculum, as Nos. 14, 15, and 16 in the NCCA's Research Report Series (ISSN 1649-3362): ? Oral Language in Early Childhood and Primary Education (3-8 years) Drs. Gerry

Shiel, ?ine Cregan, Anne McGough and Peter Archer ? Literacy in Early Childhood and Primary Education (3-8 years) Drs. Eithne Kennedy,

Elizabeth Dunphy, Bernadette Dwyer, Geraldine Hayes,Th?r?se McPhillips, Jackie Marsh, Maura O'Connor and Gerry Shiel ? Towards an Integrated Language Curriculum for Primary Schools (3-12 years) Dr. P?draig ? Duibhir and Prof. Jim Cummins In recognition of the many important links between their subject matter, especially between the Oral Language and Literacy papers, a measure of cross-referencing has been brought to the reports.This has been achieved through: ? a cross-referencing table, included as Appendix C, showing where corresponding or related material appears in the companion report/s ? the inclusion of embedded hyperlinks in the Portable Document Format (PDF) of the reports. The three reports are also published in Portable Document Format (PDF) on the NCCA website at: along with a series of podcasts of key messages from the reports.

Literacy in Early Childhood and Primary Education (3-8 years)

Acronyms

ADHD Attention Deficit Hyperactivity Disorder

AK

Alphabet Knowledge

BICS Basic Interpersonal Communication Skills

CALP Cognitive Academic Language Proficiency

CLIL

Content and language integrated learning

CORI Concept Orientated Reading Instruction

CTOPP Comprehensive Test of Phonological Processing

DEIS

Delivering Equality of Opportunity in Schools

DES

Department of Education and Skills (formerly Department of Education and Science)

DfES

Department for Education and Skills (UK)

DfEE Department for Education and Employment (UK)

DCSF Department for Children Schools and Families (UK)

EAL

English as an Additional Language

EBD

Emotional Behavioural Disorders

ELLs

English language learners

EMT Enhanced Milieu Teaching

EPPE Effective Preschool and Primary Education

FORI Fluency Orientated Reading Instruction

GLD

General Learning Disabilities

ICTs

Information and Communication Technologies

IEP

Individual Education Plan

IRA

International Reading Association

IRE

Initiation-Response-Evaluation model

NAEYC National Association for the Education of Young Children

NCCA National Council for Curriculum and Assessment

NCSE National Council for Special Education

NELP US National Early Literacy Panel

NICHHD National Institute of Child Health and Human Development

NLS

New Literacy Studies

OECD Organisation for Economic Cooperation and Development

ORL

Oral Recitation Lesson

ORIM Opportunities Recognition Interaction Models

PA

Phonological Awareness

PDD

Pervasive Developmental Disorders

PIACC Programme for International Assessment of Adult Competencies

PISA

Programme for International Student Assessment

PIRLS Progress in Reading Literacy Study

PSEC Primary School English Curriculum (1999)

QtA

Questioning the Author

QARs Question Answer Relationships

REAL Raising Early Achievement in Literacy

RRSG Rand Reading Study Group

SEN

Special Education Needs

SES

Socioeconomic Status

SLD

Specific Learning Disabilities

SSP

School Support Programme

TEACCH Treatment and Education of Autistic and Related Communication-Handicapped Children

VAKT Visual Auditory Kinaesthetic Tactile

ZPD

Zone of Proximal Development

Literacy in Early Childhood and Primary Education (3-8 years)

Contents

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Introduction: Contextual Framework . . . . . . . . . . . . . . . . . . . . . . . 27 Chapter 1: Defining Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Chapter 2: Theoretical Perspectives . . . . . . . . . . . . . . . . . . . . . . . . 47 Chapter 3: Stages of Literacy Development . . . . . . . . . . . . . . . . . . . 73 Chapter 4: Literacy Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Chapter 5: Contexts for Literacy Teaching . . . . . . . . . . . . . . . . . . . 189 Chapter 6: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Chapter 7: Oral Language and Literacy . . . . . . . . . . . . . . . . . . . . . 269 Chapter 8: Literacy Across the Curriculum . . . . . . . . . . . . . . . . . . . 295 Chapter 9: Conclusion and Synthesis of Key Implications . . . . . . . . . 315 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403

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