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Title: The impact of a paired reading literacy intervention on literacy skills, academic self-concept and reading confidence for looked after children
Author: Vivian, Rachael
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2013
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The purpose of this research was to examine the impact of Paired Reading, a literacy intervention, on specific literacy and affective outcomes for 5 looked after children in Key Stage 2, all of whom attended mainstream schools in England. A literature review incorporating a systematic element illustrates the key research around looked after children, the important of literacy in general, and its specific importance for this population. It also demonstrates the critical role played by a key 'other', in supporting both the education of looked after children and the literacy development of all children. One particular intervention, Paired Reading, incorporates both of these aspects, focusing on literacy within the context of a child working with a more able 'other'. Empirical evidence of its effectiveness, particularly in readingrelated areas, is identified. Literature around literacy development demonstrates the complex relationship between literacy intervention, reading progress and various affective factors. The literature review leads to the identification of a 'gap' in the research around the impact of Paired Reading for LAC, in addition to the impact of Paired Reading more generally in affective domains. In order to examine the impact of Paired Reading for the focus looked after children, a series of single-case experiments were undertaken. A staff member at each child's school took weekly measures across baseline and intervention phases, examining the children's reading accuracy, reading fluency, reading confidence and academic selfconcept. The children's foster carers were trained in Paired Reading and asked to use the intervention with the children 5 days a week for at least 5 minutes a day, throughout the intervention phase. Graphically presented data were visually analysed and interrater reliability calculated. Results showed there was limited or no evidence to suggest practical improvements in the majority of the focus children's reading accuracy across phases. The results pertaining to reading fluency were inconclusive as while for three children no practical gains were found, two children did make a practical improvement in this area. Relating to the affective outcomes, all children showed a practical improvement in at least one of the measures of reading confidence. Finally one child showed a practical increase in academic self-concept, however the majority of children did not. The differing pattern of outcomes across participants further emphasises the need for research to focus at the XVll -, individual level, in addition to establishing average responses from group-based designs. The pattern of results is discussed in relation to the literature presented, and implications and key avenues for future research are outlined. XVlll
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available