Improving Literacy in Key Stage 2. Guidance Report

Autor/inn/en	Higgins, Steve; Martell, Thomas; Waugh, David; Henderson, Peter; Sharples, Jonathan
Institution	Education Endowment Foundation (EEF) (United Kingdom)
Titel	Improving Literacy in Key Stage 2. Guidance Report
Quelle	(2017), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Literacy Education; Reading Instruction; Foreign Countries; Reading Skills; Vocabulary Development; Reading Strategies; Skill Development; Reading Programs; Writing Skills; Reading Fluency; Teaching Methods; Reading Comprehension; Writing Strategies; Handwriting; Writing Instruction; Student Evaluation; Intervention; Evidence Based Practice; United Kingdom (England) + Suchen Sie Ihr Suchwort? Leseunterricht; Ausland; Reading skill; Lesefertigkeit; Wortschatzarbeit; Reading strategy; Leselernstufe; Lesetechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Schreibtechnik; Handschrift; Schreibunterricht; Schulnote; Studentische Bewertung
Abstract	This report offers seven practical evidence-based recommendations--that are relevant to all pupils, but particularly to those struggling with their literacy. To develop the recommendations we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This report is part of a series providing guidance on literacy teaching. It builds on the recommendations presented in our Improving Literacy in Key Stage One report, but is specific to the needs of pupils at Key Stage 2. At Key Stage 2, pupils are consolidating their literacy skills, building their vocabulary and developing their fluency and confidence as speakers, writers and readers of language. While many of the strategies and examples presented in this report are similar to those in the Key Stage 1 guidance report, they are often more complex and multi-staged, reflecting the increasing depth and breadth of pupils' knowledge and skills. Pupils will be using strategies with increasing independence and sophistication, and will increasingly be able to combine them. [For the three other companion reports in this series, see Improving Literacy in Key Stage 1 (ED612212); Improving Literacy in Secondary Schools (ED612217); and Preparing for Literacy: Improving Communication, Language and Literacy in the Early Years (ED612218).] (As Provided).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01