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

与同龄人相比，有特殊教育需要(SEN)的儿童在教育进步方面可能会有很大的差异，这一群体包括那些开始上学时表现出特定的单词阅读困难(SWRD)的儿童。SWRD可以被定义为与更广泛的认知技能不一致的阅读困难(例如，Russell，Ryder，Norwich&Ford，2015)。我们对就读学业效率更高的学校是否能促进有特殊教育需要的儿童(包括社会福利障碍儿童，例如Rutter&Maughan，2002)的教育进步知之甚少，这与其他儿童群体(例如，来自社会经济困难家庭的儿童，Sammons等，2013)形成鲜明对比的是，更丰富的证据表明，对其他儿童群体也有这样的促进作用。系统的文献综述也一再强调解决这一差距(例如，Sammons，1999；Rutter&Maughan，2002；Creemers，Kyriakdes&Sammons，2014)。来自纵向有效学前教育、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非常适合这一主题的可获得的资源，因为它过去曾用于调查上更有效的小学的影响，以及通过研究人员管理的儿童认知能力测试来识别患有SWRD的儿童的能力(Sylva等人，2010年)。1.与同龄人相比，有特定单词阅读困难(SWRD)的儿童在小学期间的教育进步有何不同？这一进步在不同的学校科目中有何不同？2.上一所学业效率更高的小学是否能促进与社会福利机构一起入学的儿童的教育进步？这样的提升能否帮助他们在6年级结束时赶上同龄人？3.哪些领域的学习效率与教育进步的提升(追赶或其他)最相关，哪些领域的追赶更明显或更不明显？

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?