Better Communication Research Project: Language and Literacy Attainment of Pupils during Early Years and through KS2--Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Report. DFE-RR172a

Autor/inn/en	Snowling, Margaret J.; Hulme, Charles; Bailey, Alison M.; Stothard, Susan E.; Lindsay, Geoff
Institution	Department for Education (England)
Titel	Better Communication Research Project: Language and Literacy Attainment of Pupils during Early Years and through KS2--Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Report. DFE-RR172a
Quelle	(2011), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-7810-5030-9
Schlagwörter	Quantitative Daten; Communication Research; Research Projects; Educational Attainment; Identification; Profiles; Reading Skills; Language Skills; Educational Policy; Scores; Students; Models; Foreign Countries; Longitudinal Studies; Language Acquisition; Literacy; Evaluation; Formative Evaluation; Disadvantaged Environment; United Kingdom + Suchen Sie Ihr Suchwort? Kommunikationsforschung; Forschungsvorhaben; Bildungsabschluss; Bildungsgut; Identifikation; Identifizierung; Charakterisierung; Profilanalyse; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Politics of education; Bildungspolitik; Student; Schüler; Schülerin; Studentin; Analogiemodell; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Evaluierung; Großbritannien
Abstract	It is well-established that language skills are amongst the best predictors of educational success. Consistent with this, findings from a population-based longitudinal study of parents and children in the UK indicate that language development at the age of two years predicts children's performance on entering primary school. Moreover, children who enter school with poorly developed speech and language are at risk of literacy difficulties and educational underachievement is common in such children. Whatever the origin of children's problems with language and communication, the poor educational attainment of children with language learning difficulties is an important concern for educational policy. This research addressed the question of whether teacher assessment and monitoring could be used to identify children with language difficulties in need of early interventions. The findings have important implications for Government proposals for implementing the recommendations of the Tickell Review of the Early Years Foundation Stage (EYFS), in particular the proposals for a simplified framework and assessment process. The Government undertook a consultation on the Tickell Review which ended 30 September 2011. Key findings include: (1) Teachers, when appropriately trained, can make valid judgments of children's development in language and literacy when guided by a well validated, reliable measure; (2) Teachers can accurately monitor their pupils' progress in key reading skills without the need for formal tests; and (3) These findings make it clear that a reduced EYFS Profile (EYFSP) could be used to support monitoring and early identification of difficulties with language and communication. Appended are: (1) Early Years Foundation Stage Profile (2008-11); and (2) Items from EYFSP Scales which loaded on the validated constructs. (Contains 11 tables, 6 figures and 20 footnotes.) [For "Better Communication Research Project: Language and Literacy Attainment of Pupils during Early Years and through KS2--Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Brief. DFE-RB172a," see ED526910.] (ERIC).
Anmerkungen	Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10