Developing the literacy skills of children from areas of economic disadvantage

Abstract

This piece of work consists of three papers. The first paper is a systematic review of literature investigating the effectiveness of preschool, classroom-based literacy interventions used with children living in economic disadvantage. The review consists of nine studies, the majority of which found significant short term effects of intervention. Two of the studies reported long term outcomes which were found to be non-significant. Consequently, recommendations for further research included exploration of a wider range of factors in raising the literacy levels of children from economic disadvantage. The second paper is a bridging document which explains how the various decisions in this piece of work were made, including the research focus, methodology, method and analysis. Through the bridging document, ontology, epistemology and reflexivity are explored and ethical and quality issues are discussed. The third paper describes and discusses a piece of empirical research. Following on from recommendations in the systematic review, a wide range of factors which may be useful in enhancing the literacy levels of children from economic disadvantage were explored. A participatory model of research was used which involved training six pupils from a school situated in a deprived area to carry out research with their peers. The group produced a collaborative mind map and interviewed five of their peers. Six themes emerged from these methods: resources, strategies, skills, people, enjoyment and practice. The benefits and limitations of using a participatory research model are discussed. The data gathered was deemed to be useful but not necessarily better than that gathered using more traditional non-participatory methods. Implications and suggestions for further research are explored.