The Early Reading Research: The impact of instructional psychology |
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| Authors: | Jonathan Solity Rachael Deavers Sue Kerfoot George Crane Karen Cannon |
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| Institution: | 1. Institute of Education , University of Warwick , Coventry , CV4 7AL , UK;2. Institute of Education , University of Warwick , Coventry , CV4 7AL , UK;3. Education Department , Essex County Council , County Hall, Victoria Road South, Chelmsford , CM1 1LD , UK;4. Education Department , Essex County Council , County Hall, Victoria Road South, Chelmsford , CM1 1LD , UK |
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| Abstract: | The Early Reading Research (ERR), is a six-year research project investigating the most effective approaches to: improving reading standards; ensuring that every child can reach age and skill appropriate targets in reading; and, preventing the occurrence of reading difficulties. This article reviews the educational and psychological research into teaching reading and relates recent findings to theories and research emerging from instructional psychology, which underpins the 'framework for teaching reading' used within the ERR. Two studies are then summarised which evaluated the impact of the ERR reading framework. Study 1 involved a two-year experimental study where the progress of children following the ERR framework during reception and Year 1, was compared to that of children taught to read through their usual classroom methods. Study 2 involved a one-year study where the progress of a sample of children within the ERR was compared to children following the National Literacy Project. The article concludes by highlighting some implications of the ERR for educational psychologists (EPs), the field of special education and the National Literacy Strategy. |
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