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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