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The Early Literacy Support programmes (ELS) and the blend and clash of national educational policy ideologies

Soler, Janet and Paige-Smith, Alice (2005). The Early Literacy Support programmes (ELS) and the blend and clash of national educational policy ideologies. Early Years: An International Journal of Research and Development, 25(1) pp. 43–54.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/09575140500043013
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Abstract

In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having 'special educational needs', and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001a; 2001b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old.

Item Type: Journal Article
ISSN: 0957-5146
Keywords: Early Literacy Support programme; inclusive pedagogy; Foundation Stage Curriculum; reading recovery; National Literacy Strategy; early intervention
Academic Unit/Department: Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 993
Depositing User: Users 12 not found.
Date Deposited: 30 May 2006
Last Modified: 02 Dec 2010 19:45
URI: http://oro.open.ac.uk/id/eprint/993
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