A small scale investigation into teachers’ perceptions of the Year 1 Phonics Screening Check and its contributions to effective literacy provisions for struggling young readers and those with potential dyslexia diagnoses.

Student, A. (2015) A small scale investigation into teachers’ perceptions of the Year 1 Phonics Screening Check and its contributions to effective literacy provisions for struggling young readers and those with potential dyslexia diagnoses. Undergraduate thesis, University of Chichester.

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Abstract

This research project endeavoured to investigate teachers’ perceptions of the
recently introduced year 1 phonics screening check (DfE, 2012) and whether or
not it effectively contributes to literacy provisions for struggling readers, with a
particular focus on those who have potential dyslexia diagnoses. This is with the
intention to provide unique insights to explain and provide evidence for the
plethora of current research which indicates both parental and teacher concerns
regarding the necessity of the screening check. The findings of this project are
unique to a case study school and the research design involved investigating
reading policy, teaching practice and perceptions via a triangulation of document
scrutiny, semi-structured interviewing and non-participant observation data
collection methods.
The study found that teachers have pedagogically-informed reservations about
the phonics screening check, due to its inclusion of pseudo-words and its purpose
to test a child’s decoding skills alone, without considering comprehension
development. It also found that teachers are reluctant to view the screening check
as a potential indicator for developmental dyslexia, and instead advocate a more
robust, effective benchmarking approach to detect any reading-related learning
difficulties.

Item Type: Thesis (Undergraduate)
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Undergraduate Dissertations
Departments > Education
Depositing User: Gail Graffham
Date Deposited: 17 Feb 2016 15:54
Last Modified: 17 Feb 2016 15:54
URI: http://eprints.chi.ac.uk/id/eprint/1759

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