Reading interventions for struggling readers in Northern Ireland primary schools

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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 languageEnglish
Title of host publication23rd European Conference on Literacy: Book of Abstracts
Publication statusPublished - 24 Jun 2024
Event23rd European Conference on Literacy and the 7th Panhellenic Literacy Conference 2024 - Minoa Palace Resort, Chania, Crete, Greece
Duration: 24 Jun 202426 Jun 2024

Conference

Conference23rd European Conference on Literacy and the 7th Panhellenic Literacy Conference 2024
Country/TerritoryGreece
CityChania, Crete
Period24/06/202426/06/2024

Keywords

  • Reading intervention
  • struggling readers
  • reading support

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