Beginning Reading: Influences on Policy in the United States and England 1998-2010

Autor/in	Robins, Elizabeth
Titel	Beginning Reading: Influences on Policy in the United States and England 1998-2010
Quelle	(2010), (219 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-9995-5
Schlagwörter	Hochschulschrift; Dissertation; Literacy Education; Phonics; Beginning Reading; Foreign Countries; Reading Ability; Researchers; Brain; Educational Policy; Federal Government; Policy Formation; Politics of Education; Intervention; Ideology; Decision Making; Educational Research; Teacher Education; Cross Cultural Studies; Cultural Differences; Reading Skills; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Erstleseunterricht; Ausland; Reading competence; Lesekompetenz; Researcher; Forscher; Gehirn; Politics of education; Bildungspolitik; Bundesregierung; Politische Betätigung; Educational policy; Ideologie; Decision-making; Entscheidungsfindung; Bildungsforschung; Pädagogische Forschung; Lehrerausbildung; Lehrerbildung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Reading skill; Lesefertigkeit; USA
Abstract	The study investigated the divergence in beginning reading methods between the United States (US) and England from 1998 to 2010. Researchers, policy makers, and publishers were interviewed to explore their knowledge and perceptions concerning how literacy policy was determined. The first three of twelve findings showed that despite the challenges inherent in the political sphere, both governments were driven by low literacy rates to seek greater involvement in literacy education. The intervention was determined by its structure: a central parliamentary system in England, and a federal system of state rights in the US. Three further research-related findings revealed the uneasy relationship existing between policy makers and researchers. Political expediency, the speed of decision making and ideology also helped shape literacy policy. Secondly, research is viewed differently in each nation. Peer-reviewed, scientifically-based research supporting systematic phonics prevailed in the US, whereas in England additional and more eclectic sources were also included. Thirdly, research showed that educator training in beginning reading was more pervasive and effective in England than the US. English stakeholders proved more knowledgeable about research in the US, whereas little is known about the synthetic phonics approach currently used in England. Two of the findings considered the differing role of mainstream or niche publishers. Though both are commercially based and politically engaged, the former are more business-oriented, while the latter support their chosen pedagogy. Finally it was found brain research was either supported or rejected, depending on the stakeholders' personal beliefs concerning beginning reading pedagogy. The future livelihood and well-being of all children depends on reading ability. It is recommended that further research in reading be jointly undertaken by researchers in the US and England. The resulting shared knowledge and data would provide an improved basis for educator training, classroom pedagogy and literacy policy. Educators, researchers and their governments would then be better positioned to achieve their common goal of universal literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10