AbstractThe APL (Module 1), previously submitted for examination, includes a contribution to the Scottish educational psychologists’ professional development programme, illustrating how particular instructional practices and approaches support the aims and objectives of the Scottish Curriculum for Excellence, by analysing how they exemplify models of learning compatible with the CfE philosophy. It also includes the evaluation of a comprehensive literacy programme and a number of evaluation studies of early literacy initiatives the author undertook within the local authority.
Module 2, the literature review, explores and extends my understanding of early literacy development, and studies various influences and core skills underpinning it. I also discuss some models of reading development, with a particular focus on the development of early reading. I discuss how these relate to instructional and intervention practices, especially in relation to pupils with weak early skills.
The main research focus of Modules 3 and 4 is an evaluation of the use and usefulness of developmentally based screening tools for early reading I had developed, the degree to which they help identify children with poor skills, and the degree to which and conditions within which they support the development of these skills. By using a retrospective approach to gathering test data and investigating test use I identified a number of implementation factors which it is important to identify in order to understand how to promote and embed consistent practice across schools within real-world settings. The limitations I discovered in the mixed results from test use alone and my subsequent exploration of whole school factors led me to a deeper understanding about the many influences and factors that come together to develop literacy in children.
The conceptual model and assessment/planning tool I developed in Module 5 thus aims to bring these broader elements within an ecological framework that could be useful for assessment and planning for practitioners. Results of the small feedback study in this module suggest this model and assessment/planning framework would be welcomed by educational practitioners working not only with pupils with ASN, but with a broad range of pupils.
|Date of Award||2018|
|Supervisor||Divya Jindal-Snape (Supervisor) & Angela Roger (Supervisor)|
- early literacy
- reading development
- reading assessment