Action research to improve phonological recognition at Key Stage 1 with reference to pupils with special educational needs. Issue 4 (11th February 2018)

• Record Type: Journal Article
• Authors: Clark, Charlotte
• Is Part Of: Support for learning. Volume 32:Issue 4(2017:Nov.)
• Page Start: 337
• Page End: 351
• Publication Date: 2018-02-11
• Subjects: special educational needs coordination -- phonological awareness -- inclusive pedagogy; Remedial teaching -- Periodicals; 371.9
• DOI: 10.1111/1467-9604.12179
• Languages: English
• ISSNs: 0268-2141

Abstract

Abstract : Given the focus on phonological attainment in the National Phonics Screening Check, small‐scale school‐based action research was undertaken to improve phonological recognition and assess the impact on progress and attainment in a sample drawn from Key Stage 1 which included pupils on the Special Educational Needs (SEN) Register. The research objective was to assess the effectiveness of a phonological awareness intervention. A mixed methodologies and methods research strategy was adopted, involving the collection of quantitative score measures, phonics assessments, qualitative intervention records and questionnaire responses. Findings indicated a strong positive correlation between progress in intervention score measures and progress in phonics summative assessment scores. It was concluded that provision for phonological development should be extended throughout the school and its impact closely monitored. The reported research contributed to the National Award for Special Educational Needs Coordination accreditation.