How do we raise attainment in literacy at Key Stage 3 in a supplementary school?

4.25
Hdl Handle:
http://hdl.handle.net/10547/595703
Title:
How do we raise attainment in literacy at Key Stage 3 in a supplementary school?
Authors:
Olugbaro, Margaret Iyabode Adenike
Abstract:
This research project is concerned with raising attainment by addressing the problems associated with literacy (reading, writing and spellings) at Key Stage 3 in the context of a supplementary school. It looks at different ways of addressing specifically identified problems associated with reading, writing and spellings by designing relevant forms of intervention and tracking progress within an emancipatory approach of the sort advocated by Freire (1970; 1972). Students’ low performance in literacy at Key Stage 3 as observed in a survey carried out by Clark, (2012, p.9-13) revealed that more than fifty per cent of Key Stage 3 students (11-13 years) do not enjoy reading or writing, and/or experience difficulties. Current legislation, the Children and Families’ Act, 2014, provides for additional funding in schools for those young people with the most serious difficulties in learning, for example those who are severely dyslexic. Around two percent of the student population receive additional support for their learning needs in this way (Wearmouth, 2012). It is obvious, therefore, that there are many students, in addition to this two percent, who require additional specialist support for their learning needs that is not available through individual resourcing in schools. The current study, albeit small-scale, indicates that students who experience difficulties in literacy can make rapid improvement in a supplementary school that is based on the principles underpinning supplementary schools in general, but, in the case of adolescents who are disengaged from literacy learning, also adopts an emancipatory approach that takes seriously their own views of their learning and the difficulties they have experienced, and supports their own agency in enhancing their literacy learning outcomes. Lessons learnt from this study can contribute to thinking around alternative approaches to re-engaging students with their literacy learning when provision is designed to engage their personal interests and the young people have a measure of control over their own learning. There may be a suggestion that high-achieving students may also benefit in this way.
Citation:
Olugbaro, M.I.A. (2015) 'How do we raise attainment in literacy at Key Stage 3 in a supplementary school?'. PhD thesis. University of Bedfordshire
Publisher:
University of Bedfordshire
Issue Date:
Sep-2015
URI:
http://hdl.handle.net/10547/595703
Type:
Thesis or dissertation
Language:
en
Description:
“A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy”.
Appears in Collections:
PhD e-theses

Full metadata record

DC FieldValue Language
dc.contributor.authorOlugbaro, Margaret Iyabode Adenikeen
dc.date.accessioned2016-02-05T11:53:00Zen
dc.date.available2016-02-05T11:53:00Zen
dc.date.issued2015-09en
dc.identifier.citationOlugbaro, M.I.A. (2015) 'How do we raise attainment in literacy at Key Stage 3 in a supplementary school?'. PhD thesis. University of Bedfordshireen
dc.identifier.urihttp://hdl.handle.net/10547/595703en
dc.description“A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy”.en
dc.description.abstractThis research project is concerned with raising attainment by addressing the problems associated with literacy (reading, writing and spellings) at Key Stage 3 in the context of a supplementary school. It looks at different ways of addressing specifically identified problems associated with reading, writing and spellings by designing relevant forms of intervention and tracking progress within an emancipatory approach of the sort advocated by Freire (1970; 1972). Students’ low performance in literacy at Key Stage 3 as observed in a survey carried out by Clark, (2012, p.9-13) revealed that more than fifty per cent of Key Stage 3 students (11-13 years) do not enjoy reading or writing, and/or experience difficulties. Current legislation, the Children and Families’ Act, 2014, provides for additional funding in schools for those young people with the most serious difficulties in learning, for example those who are severely dyslexic. Around two percent of the student population receive additional support for their learning needs in this way (Wearmouth, 2012). It is obvious, therefore, that there are many students, in addition to this two percent, who require additional specialist support for their learning needs that is not available through individual resourcing in schools. The current study, albeit small-scale, indicates that students who experience difficulties in literacy can make rapid improvement in a supplementary school that is based on the principles underpinning supplementary schools in general, but, in the case of adolescents who are disengaged from literacy learning, also adopts an emancipatory approach that takes seriously their own views of their learning and the difficulties they have experienced, and supports their own agency in enhancing their literacy learning outcomes. Lessons learnt from this study can contribute to thinking around alternative approaches to re-engaging students with their literacy learning when provision is designed to engage their personal interests and the young people have a measure of control over their own learning. There may be a suggestion that high-achieving students may also benefit in this way.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.subjectliteracyen
dc.subjectkey stage 3en
dc.subjectschoolen
dc.subjectX330 Academic studies in Secondary Educationen
dc.subjectreadingen
dc.subjectwritingen
dc.subjectspellingen
dc.titleHow do we raise attainment in literacy at Key Stage 3 in a supplementary school?en
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen_GB
dc.type.qualificationlevelPhDen
dc.publisher.institutionUniversity of Bedfordshireen
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