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 |
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