Early Reading and phonics project: Letters and Sounds in practice
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Authors
Murchison, Sandra
Cosgrave, Rebecca
Issue Date
2009
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to improve communication, language and literacy skills in the Foundation Stage and literacy at Key Stage 1, by developing teaching and learning in the daily discrete phonics teaching session and application of skills in guided reading and writing.
Aims: The main aim of the project was to increase the numbers of pupils who can meet the expectations of the new phonics resource ‘Letters and Sounds’, and to increase the numbers of children who become confident, independent readers and writers in the Foundation Stage and Year 1.
Methods: The project involved teachers, teaching assistants, school leadership teams, consultants, and parents, all working collaboratively to improve communication, language and literacy skills in the Foundation Stage and Key Stage 1. The project used collaborative working, training, modelling, demonstration, partnership teaching, and learning conversations to develop staff subject knowledge and pedagogy, and to implement the new phonics resource ‘Letters and Sounds’.
Findings: The main findings of the project are that collaborative working, training, and resources have led to increased confidence in reading and writing, increased motivation and engagement in sessions, and increased awareness of print in the environment.
Implications: The findings of this project suggest that collaborative working, training, and providing a rich learning environment can lead to increased confidence and motivation in reading and writing, as well as improved subject knowledge and assessment for learning.
Aims: The main aim of the project was to increase the numbers of pupils who can meet the expectations of the new phonics resource ‘Letters and Sounds’, and to increase the numbers of children who become confident, independent readers and writers in the Foundation Stage and Year 1.
Methods: The project involved teachers, teaching assistants, school leadership teams, consultants, and parents, all working collaboratively to improve communication, language and literacy skills in the Foundation Stage and Key Stage 1. The project used collaborative working, training, modelling, demonstration, partnership teaching, and learning conversations to develop staff subject knowledge and pedagogy, and to implement the new phonics resource ‘Letters and Sounds’.
Findings: The main findings of the project are that collaborative working, training, and resources have led to increased confidence in reading and writing, increased motivation and engagement in sessions, and increased awareness of print in the environment.
Implications: The findings of this project suggest that collaborative working, training, and providing a rich learning environment can lead to increased confidence and motivation in reading and writing, as well as improved subject knowledge and assessment for learning.
Description
Keywords (free text)
Primary education , Communication, language and literacy , English - reading , English - speaking and listening , English - writing