Abstract
How reading interventions and provision for struggling readers work in Northern Ireland’s primary schools and what constitutes the perfect reading intervention is unknown. To find out current practices in Northern Ireland primary schools and to understand the components that consist of the perfect reading intervention, a mixed-method research was conducted. Methods include a quantitative survey, a qualitative case study and an expert group. The quantitative survey analysis provided information on the approximate percentage of struggling readers schools accommodate, steps of provisions for struggling readers, arrangements that are in place for each stage of support, the success rate of specific schools and teachers’ views on reading provisions in their schools. The quantitative survey analysis showed that although most schools follow the guidelines provided by the governmental bodies, there are still approximately %19.5 (sd=8.846, n=54) struggling readers in Northern Ireland primary schools. The follow-up qualitative findings showed that there is variation among schools and their provision and that schools face certain barriers they need to consider when planning support for struggling readers. The findings of the study are presented alongside the discussions of the expert group.
Original language | English |
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Title of host publication | 23rd European Conference on Literacy: Book of Abstracts |
Publication status | Published - 24 Jun 2024 |
Event | 23rd European Conference on Literacy and the 7th Panhellenic Literacy Conference 2024 - Minoa Palace Resort, Chania, Crete, Greece Duration: 24 Jun 2024 → 26 Jun 2024 |
Conference
Conference | 23rd European Conference on Literacy and the 7th Panhellenic Literacy Conference 2024 |
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Country/Territory | Greece |
City | Chania, Crete |
Period | 24/06/2024 → 26/06/2024 |
Keywords
- Reading intervention
- struggling readers
- reading support