The contribution of academically effective primary schools to the educational progress of children with Specific Word Reading Difficulties.

学术上有效的小学对有特定单词阅读困难的儿童的教育进步的贡献。

• 批准号: 2117158
• 金额: --
• 依托单位: University of Southampton
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2117158
• 关键词: contribution; academically; effective; primary; schools

Significant differences in educational progress can be experienced by children with Special Educational Needs (SEN) when compared to their peers and this group includes children who start school demonstrating Specific Word Reading Difficulties (SWRD). SWRD can be defined as difficulties with reading that are not in keeping with wider cognitive skills (e.g. Russell, Ryder, Norwich & Ford, 2015). We know little about whether attending a more academically effective school can boost the educational progress of children with SEN (including children with SWRD; e.g. Rutter & Maughan, 2002) and this contrasts sharply with the much richer evidence demonstrating such boosts for other groups of children (e.g. those from socioeconomically disadvantaged households; Sammons et al., 2013). Addressing this disparity has also been repeatedly highlighted by systematic literature reviews (e.g. Sammons, 1999; Rutter & Maughan, 2002; Creemers, Kyriakides & Sammons, 2014). The publically available dataset from the longitudinal Effective Preschool, Primary, and Secondary Education (EPPSE) Project (~3000 children and families) provides a feely accessible resource that is well suited to this topic given its past use investigating the impacts of attending more academically effectiveness primary schools and the ability to identify children with SWRD via researcher-administered tests of child cognition at entry to Reception (Sylva et al., 2010). 1. How do children who start school with Specific Word Reading Difficulties (SWRD) differ in their educational progress during primary school compared to their peers? How does this progress vary across different school subjects?2. Can attending a more academically effective primary school boost the educational progress of children who start school with SWRD? Can such boosts help them catch up with their peers by the end of Year 6?3. What areas of academic effectiveness are most and least associated with boosts (catch-up or otherwise) to educational progress and in what areas are catch-up boosts more and less apparent?

与同龄人相比，有特殊教育需要 (SEN) 的儿童在教育进展方面可能存在显着差异，该群体包括刚入学时表现出特定单词阅读困难 (SWRD) 的儿童。 SWRD 可以定义为与更广泛的认知技能不相符的阅读困难（例如 Russell、Ryder、Norwich & Ford，2015）。我们对就读一所学业成绩更好的学校能否促进有特殊教育需要的儿童（包括患有 SWRD 的儿童；例如 Rutter & Maughan，2002 年）的教育进步知之甚少，而这与表明对其他儿童群体的这种促进作用的更丰富的证据形成鲜明对比（例如来自社会经济弱势家庭的儿童；Sammons 等人，2013 年）。系统文献综述也一再强调解决这一差异（例如 Sammons，1999；Rutter & Maughan，2002；Creemers、Kyriakides & Sammons，2014）。来自纵向有效学前、小学和中学教育 (EPPSE) 项目（约 3000 名儿童和家庭）的公开数据集提供了一个易于访问的资源，非常适合该主题，因为它过去用于调查就读学术效率更高的小学的影响，以及通过研究人员在入学时进行的儿童认知测试来识别患有 SWRD 的儿童（Sylva 等人，2010）。 1. 与同龄人相比，患有特定单词阅读困难 (SWRD) 的孩子在小学期间的教育进展有何不同？不同学校科目的进展有何不同？2.就读一所学业成绩更好的小学能否促进接受 SWRD 入学的儿童的教育进步？这些提升能否帮助他们在 6 年级末赶上同龄人？3。学术效率的哪些领域与教育进步的促进（追赶或其他）关系最大和最不相关，以及在哪些领域追赶的促进作用更加明显和不明显？