Action research to improve phonological recognition at Key Stage 1 with reference to pupils with special educational needs.

• Autores: Charlotte Clark
• Localización: Support for learning, ISSN 0268-2141, Vol. 32, Nº. 4, 2017, págs. 337-351
• Idioma: inglés
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• Resumen

  • Given the focus on phonological attainment in the National Phonics Screening Check, small‐scale school‐based action research was undertaken to improve phonological recognition and assess the impact on progress and attainment in a sample drawn from Key Stage 1 which included pupils on the Special Educational Needs (SEN) Register. The research objective was to assess the effectiveness of a phonological awareness intervention. A mixed methodologies and methods research strategy was adopted, involving the collection of quantitative score measures, phonics assessments, qualitative intervention records and questionnaire responses. Findings indicated a strong positive correlation between progress in intervention score measures and progress in phonics summative assessment scores. It was concluded that provision for phonological development should be extended throughout the school and its impact closely monitored. The reported research contributed to the National Award for Special Educational Needs Coordination accreditation. [ABSTRACT FROM AUTHOR]