An investigation into the teaching and assessment of reading in Key Stage 1

Odd, Sophie (2013) An investigation into the teaching and assessment of reading in Key Stage 1. BA dissertation, University of Portsmouth.

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    Abstract

    This paper outlines research underpinning the way in which literacy is taught and assessed in Key Stage 1. The research for this dissertation has been collected from a multitude of journal articles, books, government publications, websites and reports. Various teaching methods, reading approaches and theories are discussed in relation to different assessment formats that are implemented by the government. This paper seeks to establish whether the compulsory use of systematic synthetic phonics are the most effective and appropriate method of teaching children to read within Key Stage 1 literacy. For this reason, the evidence supporting the Rose Review (2006) and the Coalition government‟s „The Importance of Teaching‟ (2010) will be explored to analyse the current teaching practices within literacy. The sources used within this paper often contradict one another; however, the majority of academics seem to argue that the Rose Review (2006) did not conduct unbiased, representative research. This leads to the conclusion that the evidence base for teaching Key Stage 1 to read using a systematic synthetic approach may not be as efficient as suggested by the Clackmannanshire Study (2005), the Rose Review (2006) and the Coalition government. The reason being is that evidence surrounding systematic synthetic phonics lacks validity, however, the Rose Review (2006) and the government have disregarded the fact that research has shown that there is no strong evidence to support any one form of systematic phonics as being more effective than any other. For this reason, it may be suggested that other reading methods should be explored to be used conjunction with phonics teaching in Key Stage 1.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Jane Polwin
    Date Deposited: 02 Dec 2013 12:29
    Last Modified: 28 Jan 2015 12:32
    URI: http://eprints.port.ac.uk/id/eprint/13982

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