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Literacy Development: Evidence Review

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Title: Literacy Development: Evidence Review
Language: English
Authors: Breadmore, Helen L., Vardy, Emma J., Cunningham, Anna J., Kwok, Rose K. W., Carroll, Julia M., Education Endowment Foundation (EEF) (United Kingdom)
Source: Education Endowment Foundation. 2019.
Availability: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Peer Reviewed: Y
Page Count: 133
Publication Date: 2019
Document Type: Information Analyses
Descriptors: Foreign Countries, Literacy Education, Emergent Literacy, Evidence Based Practice, Decision Making, Basic Skills, Reading Skills, Writing Skills, Models, Phoneme Grapheme Correspondence, Language Skills, Naming, Executive Function, Metacognition, Short Term Memory, Reading Comprehension, Reading Motivation, Reading Attitudes, Self Efficacy, Family Influence, Family Literacy, Bilingualism, Spelling
Geographic Terms: United Kingdom (England)
Abstract: Learning to be literate builds upon existing knowledge of the language from speech. Becoming literate then enables children to learn more about language. However, literacy is unlikely to be achieved without explicit and prolonged instruction. This review provides an evidence base for decision-making during literacy education. The authors identify key skills that must be in place to enable children to reach their optimum potential and highlight where weakness can suggest a need for extra support. They begin by discussing models of literacy development as these models provide a framework within which to present the evidence base for the rest of the review. They then consider the underlying skills in greater depth, beginning first with the proximal factors that underpin word-level and text-level reading and writing. Then they consider distal child-based and wider environmental factors that indirectly impact on literacy development. [For the related guidance report, see ED612217.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED612220
Database: ERIC
FullText Text:
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  Data: Literacy Development: Evidence Review
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  Data: <searchLink fieldCode="AR" term="%22Breadmore%2C+Helen+L%2E%22">Breadmore, Helen L.</searchLink><br /><searchLink fieldCode="AR" term="%22Vardy%2C+Emma+J%2E%22">Vardy, Emma J.</searchLink><br /><searchLink fieldCode="AR" term="%22Cunningham%2C+Anna+J%2E%22">Cunningham, Anna J.</searchLink><br /><searchLink fieldCode="AR" term="%22Kwok%2C+Rose+K%2E+W%2E%22">Kwok, Rose K. W.</searchLink><br /><searchLink fieldCode="AR" term="%22Carroll%2C+Julia+M%2E%22">Carroll, Julia M.</searchLink><br /><searchLink fieldCode="AR" term="%22Education+Endowment+Foundation+%28EEF%29+%28United+Kingdom%29%22">Education Endowment Foundation (EEF) (United Kingdom)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Endowment+Foundation%22"><i>Education Endowment Foundation</i></searchLink>. 2019.
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  Data: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
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  Data: 133
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Skills%22">Basic Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+Grapheme+Correspondence%22">Phoneme Grapheme Correspondence</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Naming%22">Naming</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Motivation%22">Reading Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Attitudes%22">Reading Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Literacy%22">Family Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Learning to be literate builds upon existing knowledge of the language from speech. Becoming literate then enables children to learn more about language. However, literacy is unlikely to be achieved without explicit and prolonged instruction. This review provides an evidence base for decision-making during literacy education. The authors identify key skills that must be in place to enable children to reach their optimum potential and highlight where weakness can suggest a need for extra support. They begin by discussing models of literacy development as these models provide a framework within which to present the evidence base for the rest of the review. They then consider the underlying skills in greater depth, beginning first with the proximal factors that underpin word-level and text-level reading and writing. Then they consider distal child-based and wider environmental factors that indirectly impact on literacy development. [For the related guidance report, see ED612217.]
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  Data: 2021
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  Data: ED612220
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      – Text: English
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        PageCount: 133
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Emergent Literacy
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Decision Making
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      – SubjectFull: Basic Skills
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      – SubjectFull: Reading Skills
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      – SubjectFull: Writing Skills
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      – SubjectFull: Models
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      – SubjectFull: Phoneme Grapheme Correspondence
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      – SubjectFull: Language Skills
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      – SubjectFull: Naming
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      – SubjectFull: Executive Function
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Reading Motivation
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      – SubjectFull: Reading Attitudes
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Family Influence
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      – SubjectFull: Bilingualism
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      – SubjectFull: Spelling
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Literacy Development: Evidence Review
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