Raising Literacy Standards: An Evaluation of the Linguistic Phonics Approach

2.50
HDL Handle:
http://hdl.handle.net/2428/12964
Title:
Raising Literacy Standards: An Evaluation of the Linguistic Phonics Approach
Authors:
Gray, Colette; Behan, Sarah; Dunbar, Carol; Dunn, Jill; Ferguson, James; Mitchell, Denise
Abstract:
This study sought to evaluate the impact of the Linguistic Phonics approach on primary pupils’ reading and writing performance and on post-primary pupils’ reading, writing and spelling performance. Quantitative (standardised psychometric tests, a writing frame and questionnaire surveys) and qualitative (one to one, small group interviews and focus group discussions) research tools were utilized in this study. Employing a quasi-experimental design, each of the six primary and five post-primary schools involved in the Linguistic Phonics pilot (LPA) was matched, using a range of socio-demographic indicators, with a school not using this approach (nLPA). In total 916 pupils from 22 schools participated in the study. Since quotients mask the full extent of the differences within and between low ability pupils another measure was sought.
Issue Date:
27-Jul-2007
URI:
http://hdl.handle.net/2428/12964
Type:
Project Report
Language:
en
ISBN:
0 903009 66 8
Appears in Collections:
Academic Research Reports

Full metadata record

DC FieldValueLanguage
dc.contributor.authorGray, Colette-
dc.contributor.authorBehan, Sarah-
dc.contributor.authorDunbar, Carol-
dc.contributor.authorDunn, Jill-
dc.contributor.authorFerguson, James-
dc.contributor.authorMitchell, Denise-
dc.date.accessioned2007-07-27T10:47:48Z-
dc.date.available2007-07-27T10:47:48Z-
dc.date.issued2007-07-27T10:47:48Z-
dc.identifier.isbn0 903009 66 8-
dc.identifier.urihttp://hdl.handle.net/2428/12964-
dc.description.abstractThis study sought to evaluate the impact of the Linguistic Phonics approach on primary pupils’ reading and writing performance and on post-primary pupils’ reading, writing and spelling performance. Quantitative (standardised psychometric tests, a writing frame and questionnaire surveys) and qualitative (one to one, small group interviews and focus group discussions) research tools were utilized in this study. Employing a quasi-experimental design, each of the six primary and five post-primary schools involved in the Linguistic Phonics pilot (LPA) was matched, using a range of socio-demographic indicators, with a school not using this approach (nLPA). In total 916 pupils from 22 schools participated in the study. Since quotients mask the full extent of the differences within and between low ability pupils another measure was sought.en
dc.format.extent1642483 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.subjectLinguistic Phonics approachen
dc.subjectReading and writingen
dc.subjectPrimary schoolsen
dc.subjectPost-primary schoolsen
dc.titleRaising Literacy Standards: An Evaluation of the Linguistic Phonics Approachen
dc.typeProject Reporten
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