What It Means to Be a Reader at Age 11 : Valuing Skills, Affective Components and Behavioural Processes : An Outline of the Evidence / Christina Clark and Anne Teravainen.
Every year in England, thousands of children leave primary school without the confidence and fluency in reading they need. This has a significant effect on their learning, life chances and engagement with reading, and it also has a long-term economic and social impact. The Read On. Get On. (ROGO) ca...
Saved in:
| Online Access: |
Full Text (via ERIC) |
|---|---|
| Main Authors: | , |
| Corporate Author: | |
| Format: | eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2017.
|
| Subjects: |
MARC
| LEADER | 00000nam a22000002u 4500 | ||
|---|---|---|---|
| 001 | b10227579 | ||
| 003 | CoU | ||
| 005 | 20181108084912.0 | ||
| 006 | m o d f | ||
| 007 | cr ||||||||||| | ||
| 008 | 171201s2017 xx |||| ot ||| | eng d | ||
| 035 | |a (ERIC)ed587562 | ||
| 035 | |a (MvI) 7L000000567839 | ||
| 040 | |a ericd |b eng |c MvI |d MvI | ||
| 099 | |a ED587562 | ||
| 100 | 1 | |a Clark, Christina. | |
| 245 | 1 | 0 | |a What It Means to Be a Reader at Age 11 : |b Valuing Skills, Affective Components and Behavioural Processes : An Outline of the Evidence / |c Christina Clark and Anne Teravainen. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2017. | |
| 300 | |a 1 online resource (1 online resource (18 pages)) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 500 | |a Availability: National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk. |5 ericd. | ||
| 500 | |a Abstractor: ERIC. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 516 | |a Text (Reports, Evaluative) | ||
| 520 | |a Every year in England, thousands of children leave primary school without the confidence and fluency in reading they need. This has a significant effect on their learning, life chances and engagement with reading, and it also has a long-term economic and social impact. The Read On. Get On. (ROGO) campaign was launched in 2014 to address this challenge and to ensure that every child is reading well by the age of 11. ROGO is a partnership initiative involving the National Literacy Trust, The Reading Agency, Beanstalk, I CAN, BookTrust, the Publishers Association, the Fair Education Alliance, NAHT, TeachFirst, Achievement for All, Harper Collins, SCL and Save the Children. The ambition of the ROGO campaign is that all children will be reading well by the age of 11, by 2025, with "reading well" being defined as achieving level 4b at the end of KS2. With the recent changes in national assessment at age 11, both in what is being assessed and how achievement is expressed (in scale scores, not levels), this definition is now problematic. Discussions within the coalition of how "reading well" ought to be reframed led to a wider debate and redefinition of what the coalition means by "reading." This paper looks at the proposed broadening of the definition, and its current evidence base. The authors argue that the conceptualisation of reading needs to be much broader and also needs to take into account affective processes and behaviours. This document outlines existing evidence on the relationship between affective processes within the model and reading skill. Evidence supporting a link between reading behaviour components and reading skill are reviewed, and the authors explore how affective processes and reading behaviours are linked. [This report was prepared by the National Literacy Trust on behalf of the ROGO campaign in collaboration with coalition partners: The Reading Agency, Beanstalk, I CAN, BookTrust, the Publishers Association, the Fair Education Alliance, NAHT, TeachFirst, Achievement for All, Harper Collins, SCL, and Save the Children.] | ||
| 524 | |a National Literacy Trust. |2 ericd. | ||
| 650 | 0 | 7 | |a Children. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Schools. |2 ericd. |
| 650 | 0 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 0 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Literature Appreciation. |2 ericd. |
| 650 | 0 | 7 | |a Reading Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Reading Motivation. |2 ericd. |
| 650 | 0 | 7 | |a Self Efficacy. |2 ericd. |
| 650 | 0 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Models. |2 ericd. |
| 700 | 1 | |a Teravainen, Anne, |e author. | |
| 710 | 2 | |a National Literacy Trust (Great Britain) | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED587562.pdf |z Full Text (via ERIC) |
| 907 | |a .b102275798 |b 07-08-20 |c 11-12-18 | ||
| 998 | |a web |b 11-12-18 |c f |d m |e - |f eng |g xx |h 0 |i 1 | ||
| 956 | |a ERIC | ||
| 999 | f | f | |i 563f5c5a-0080-516f-8088-bf42ef1fce9d |s d4c08f3d-3de0-5b0f-9c34-98d591684df7 |
| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED587562 |h Other scheme |i web |n 1 |