Not the whole story of the national literacy strategy
A response to Dominic Wyse
Bibliographic Data
| ID | 14620865 |
|---|---|
| Authors | Roger Beard (0000-0002-7558-1423, University of Leeds, corresponding author) |
| Year | 2003 |
| Volume | 29 |
| Issue | 6 |
| Pages | 917-928 |
| Publication date | 2003-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/0141192032000137385 |
| OpenAlex | W2036342438 |
| Language | EN |
| Citations received | 4 |
| References cited | 20 |
There is evidence that the National Literacy Strategy (NLS) has led to a sustained increase in literacy attainment, especially in reading, although recent international comparisons also suggest some additional issues regarding pupil performance in England. The relative success of the NLS may at least partly lie in the policy application of several complementary areas of educational research, a suggestion disputed by Dominic Wyse (this issue). However, his critical commentary is marred by important omissions, particularly of reference to debates about the teaching of reading and to the statutory status of the National Curriculum for English. His alternative suggestions on the use of ‘child development’ evidence lack methodological detail and are only partly formulated
Curriculum · Literacy · Mathematics education · National curriculum · Pedagogy · Political science · Reading (process) · Sociology · Statutory law · Education Systems and Policy · Law · Parental Involvement in Education · Psychology · Reading and Literacy Development
Thought and language.
The Return of Large-Scale Reform
Categorizing sounds and learning to read—a causal connection
The Relevance of Systematic Reviews to Educational Policy and Practice
The effects of school membership on pupils’ educational outcomes
Pre‐school Reading‐related Skills and Later Reading Achievement
Associations between Preschool Reading Related Skills and later Reading Achievement
Differential School Effectiveness
Beginning to Read
Learning to Spell
Children's Writing at 7 Years
Shared book experience
| Citations per year | 0.2 |
|---|---|
| Citation span | 2006 - 2013 (8) |
| Highly cited | No |