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存在显著差异，这一群体包括开始上学时表现出特殊单词阅读困难（SWRD）的儿童。SWRD可以定义为与更广泛的认知技能不一致的阅读困难（例如Russell， Ryder, Norwich & Ford, 2015）。我们对进入一所学习效率更高的学校是否能促进特殊教育儿童（包括SWRD儿童，如Rutter & Maughan， 2002）的教育进步知之甚少，这与更丰富的证据形成鲜明对比，这些证据表明，其他儿童群体（如来自社会经济弱势家庭的儿童；Sammons等人，2013）也能促进特殊教育儿童的学习进步。系统的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获取的资源，它非常适合这个主题，因为它过去曾用于调查上更有效的小学的影响，以及通过研究人员在入学时进行的儿童认知测试来识别SWRD儿童的能力（Sylva等人，2010）。1. 患有特殊单词阅读困难（SWRD）的儿童在小学阶段的教育进展与同龄人相比有何不同？在不同的学校科目中，这种进步有什么不同？进入一所学习效率更高的小学，是否能促进患有SWRD的儿童的教育进步？这样的提升能帮助他们在6年级结束时赶上同龄人吗？哪些领域的学术效率与教育进步的促进（追赶或不追赶）关系最密切，哪些领域追赶的促进作用更明显，哪些领域不那么明显？

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?