Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486670
Title: Factors which may improve standards of speech and language in the first year of Key Stage 1
Author: Coombes, Sharon-Marie
Awarding Body: University of Brighton
Current Institution: University of Brighton
Date of Award: 2007
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
Using case study method comprising multiple cases developed over three years, this. research identifies and explores factors which may have a positive impact on the standards of speech and language of children in the first year of Key Stage 1 in one school serving an area of high socia-economic deprivation. The study is framed within the context of national concern regarding the perceived low level of children's speech and language skills on entry to Nursery and Reception classes, alongside the project school's perception of the failure of the National Literacy Strategy and the more recent Primary Strategy to address and redress this problem during the lifetime of this research. Sharie Coombes EdD 2007 Abstract: Factars which may improve standards of speech and language in the first year of K51 The research identifies the critical role of oracy in language development and tracks three. Year 1 cohorts by measuring the impact on the children's speech and language scores of a specifically devised teaching intervention and a Foundation Stage approach to curriculum delivery. Interpretation of the numerical results is developed through the analysis of qualitative data from interviews, observations, document scrutiny and description of the intervention. The findings suggest that the re-instatement of a less formal, constructivist, oral-rich early years curriculum, up to and including Year 1, which includes dedicated time for supporting children's language skills through social interaction may positively contribute to improved standards of speech and language, to improved learning in literacy, to children's attitude to learning as well as to their view of their own learning competence. The thesis argues that a too-early start to formal literacy learning actually impedes effective language development. It is suggested that the implementation of the revised Strategy Frameworks should encourage schools to decide when to introduce formal teaching of literacy on the basis of their learners' perceived needs.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.486670  DOI: Not available
Keywords: X000 Education
Share: