Session Information
04 SES 06A, Comparative Research
Paper Session
Time:
2008-09-11
10:30-12:00
Room:
AK2 136
Chair:
Lani Florian
Contribution
This study examines comparative data from Ireland and England on the provision of support for pupils in primary school who have dyslexia. This support takes place in the current context of inclusive edcuation in both countries. Additional support is provided by the Learning Support or Resource teacher in Ireland or by the Specialist teacher or Learning Support Assistant in England. Support is also available in a Special school or Reading Unit in Ireland. The question is asked if the skills taught and methods used by teachers to support these pupils differ between countries. Is there a difference in the teachers conceptualisation of reading difficulties and their understanding of dyslexia?
An ecological model of dyslexia is proposed as a conceptual framework to support the varying needs of individual pupils in an inclusive classroom.
Method
This study draws on data already gathered in Ireland regarding provision(2007) of support for pupils with dyslexia in primary school. The study examines comparative data on the literacy skills and teaching approaches used by teachers in primary schools in England and Ireland. Literacy practices, programmes and assessment practices regularly used by teachers in both countries are also examined. A postal questionnaire was the main research instrument used.
Expected Outcomes
There is a similarity in the dominant methods used by teachers of pupils with dyslexia in both countries. There is also a similarity in the methods used in the special and mainstream settings in Ireland. This has implications for teacher education in the area of reading instruction and particularly for a balanced literacy instruction for all pupils including those with dyslexia. There are also implications for the continuing professional development of Learning Support Assistants given the strong role they play in providing individual support for these pupils.
References
Dyslexia in Primary School: An Evaluation of the Effectiveness of Three Models of Special Provision for Pupils who have been Assessed as having Dyslexia. McPhillips, T. (2007) unpublished PhD thesis University of Dublin, Trinity College.
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