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How inclusive is the Literacy Hour?

Soler, Janet and Wearmouth, Janice (2001). How inclusive is the Literacy Hour? British Journal of Special Education, 28(3) pp. 113–119.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1111/1467-8527.00208
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Abstract

In this article, Janice Wearmouth and Janet Soler, both lecturers in the Faculty of Education and Language Studies at the Open University, explore the implications of recent Government initiatives for pupils who experience difficulties in literacy development. The authors focus, in particular, on their perceptions of the contradictions between the inclusive requirements of the National Curriculum and the prescriptive pedagogy of the National Literacy Strategy. The National Curriculum now requires teachers to respond to pupils' ‘diverse learning needs’; the National Literacy Strategy is founded upon an expectation that all pupils in Key Stages 1 and 2 will be taught a daily Literacy Hour. This article explores the impact of these contrasting policies on classroom practice and concludes by drawing upon evidence of previously existing good practice in order to propose ways of resolving this dilemma.

Item Type: Journal Article
ISSN: 0952-3383
Keywords: curricula; literacy programmes
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)
Item ID: 995
Depositing User: Users 12 not found.
Date Deposited: 19 May 2006
Last Modified: 02 Dec 2010 19:45
URI: http://oro.open.ac.uk/id/eprint/995
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