Lelia Murtagh

National assessment of Irish‐language speaking and listening skills in primary‐school children: Research issues in the evaluation of school‐based heritage‐language programmes

Abstract Criterion referenced tests of spoken Irish based on the curriculum for sixth, fourth and second grade in ordinary primary schools were administered to national samples of classes in 1978, 1980, 1982 and 1985. About 2,000 pupils, aged 7–12 years, were tested in each study. Most objectives were mastered by less than 50% of pupils. Pupils who encountered some Irish at home or who were taught one or two subjects through Irish at school had‐a considerably higher level of achievement than other pupils. At each grade, more girls than boys mastered each objective. A substantial minority of pupils completing their primary education were unable to converse in Irish on the most commonplace topics, though all pupils had some passive competence in the language. Comparisons of achievement in spoken Irish in ordinary schools, all‐Irish (immersion) schools and schools within Gaeltacht (Irish‐speaking) areas of the country show that (i) All‐Irish schools produce a high level Of achievement in spoken Irish even am...

Reading in a second or foreign language: Models, processes, and pedagogy

Abstract Current research on reading in a second or foreign language is reviewed. Good L2 reading is characterised by fast, automatic word recognition which releases more time for the use of syntactic and contextual information. Successful readers also make good use of background information. Many strategies for L2 reading are generalised from L1 reading, but the degree of successful transfer is limited by the learners overall proficiency in L2. Research provides no decisive answers to the issue of correct sequencing of L1 and L2 reading instruction, and suggests that findings will have to be interpreted in the light of the socio‐economic, linguistic, and cultural context. The integration of top‐down and bottom‐up strategies is also a feature of good L2 reading. Overall, L2 reading instruction should focus on the construction of meaning jointly from the readers own background information and the new information contained in the text. Simplified texts should not be used unless the readers still have basi...

The Impact on the Family of Four Neurogenetic Syndromes: A Comparative Study of Parental Views

Research on behavioral phenotypes in neurogenetic syndromes has primarily focused on aspects of the affected child’s behavior. However, the impact of having a child with a neurogenetic syndrome on aspects of family functioning can be significant and differ across syndromes. Parents (N = 381) of school-aged children with one of four neurogenetic syndromes: fragile X Syndrome (FXS), Prader Willi Syndrome (PWS), Williams Syndrome (WS) and 22q11.2 (22qDEL) were asked about challenges, restrictions, future concerns and positive aspects arising from having an affected child. Factors associated with these aspects were analysed via logistic regression. Restrictions were most often reported by parents of children with FXS. The factors significantly (p < .01) associated with the parent reported restrictions were the presence of a behavioral/psychiatric condition and a lower level of receptive communication. The challenges endorsed most often were the child’s learning and social skills difficulties. Significant differences (p < .01) between the syndromes were noted for many of the challenges. Ninety-six percent of parents endorsed at least one positive aspect but most aspects endorsed did not differ between the genetic syndromes. Having a behavioral/psychiatric condition was the only factor significantly associated (p < .01) with endorsing a lower number of positive aspects and a higher number of challenges. There are some commonalities but also significant differences across syndromes regarding views on how a child’s syndrome affects family functioning. These differences may be important with regard to how to counsel and support affected families. The presence of behavioral/psychiatric conditions is an important predictor of negative family outcome across the syndromes.

Supporting Pupils with EAL and Their Teachers in Ireland: The Need for a Co-Ordinated Strategy.

Since the establishment of a Language Support Service in 1999, all newcomer children with limited English skills arriving in schools in Ireland are entitled to two years of additional English language support. This is provided mainly by designated Language Support Teachers (LSTs). During the peak of the Celtic Tiger, there was a sharp growth in the intake of students with English as an additional language (EAL). In response to this, the LST–pupil ratio dramatically increased in 2007, but this new policy was short-lived due to the emerging economic crisis. The present paper investigates the current status of language support provision for newcomer children in Irish schools and the role of LSTs in this process. This is complemented by the findings of a small-scale study of primary school LSTs. A mixed methods approach was adopted involving a questionnaire survey and semi-structured interviews. Key themes identified include the need for focussed pre-service training and continuing professional development for all teachers involved in teaching students with EAL, and the provision of appropriate resources for teaching and assessment of these students. These issues are discussed in the context of national and international research on best practice in the area.

Increasing the sight vocabulary and reading fluency of children requiring reading support: the use of a Precision Teaching approach

This article outlines the impact of an eight-week Precision Teaching (PT) intervention on the sight vocabulary, reading fluency and reading attainment scores of a group of Irish primary school pupils. This study also sought to evaluate the role of PT in facilitating formative assessment of pupils’ progress. Employing a mixed-method approach, this study comprised a quasi-experimental design and qualitative interviews involving 40 Irish primary school pupils and seven Learning Support Teachers. Following intervention, a mixed between-within subjects analysis of variance confirmed the differential growth in sight vocabulary scores across the control and intervention groups. Notably, the latter group displayed a greater increase in magnitude in sight vocabulary following intervention, paralleled by statistically significant increases in reading accuracy, fluency and comprehension standard scores and overall reading ability composite scores. Semi-structured interviews highlighted PT as an effective strategy in facilitating formative assessment and a highly motivational tool in education. Results are interpreted in light of relevant literature, with implications for practice and future research discussed.

A comparative study of educational provision for children with neurogenetic syndromes: parent and teacher survey

BACKGROUND A number of neurogenetic syndromes have a high association with special educational needs including fragile X syndrome (FXS), Prader-Willi syndrome (PWS), Williams syndrome (WS) and Velo-Cardio-Facial syndrome (VCFS). There is a paucity of research on educational provision for children affected by these syndromes. METHOD Parents (n = 381) and teachers (n = 204) of school-aged children with one of the four syndromes in the UK and Ireland were surveyed in a range of areas concerning the childs educational provision. Areas surveyed included school placement, views on the needs of children with the syndromes, desired changes to current provision and perceived teacher knowledge. RESULTS School placement in mainstream settings decreased with age in all of the syndromes. Males with the syndromes were more likely to be in specialised educational settings with the exception of WS. Teachers reported limited input on initial or subsequent training for all of the syndromes. The majority of teachers did not view the needs of children with syndromes as different from other children with intellectual disability (ID) although there were significant differences between the syndromes. Changes deemed necessary to provision by parents and teachers differed between the syndromes indicating the existence of perceptions of syndrome specific needs. The lowest perceived level of teacher knowledge was in the VCFS group. CONCLUSION The majority of teachers of children with neurogenetic syndromes report limited knowledge of the syndromes, but also a lack of belief that the childrens needs are different from the majority of children with ID. Differences between the syndromes in some areas of provision suggest that a childs syndrome does impact on educational provision in some areas.

An examination of the oral language competence of junior infant pupils attending DEIS and Non-DEIS schools

Educational disadvantage remains a serious issue in Irish society. Research has suggested that differing styles and levels of competence in oral language may have implications for educational attainment across socio-economic groups. The current study involved an examination of the oral language competence of Irish children in Junior Infants in DEIS (Delivering Equality of Opportunity in Schools) and Non-DEIS schools. DEIS schools are those which have been granted entry to DEIS, the most recent governmental scheme for tackling educational disadvantage in Ireland, following identification of a significant level of need. Non-DEIS schools are those which have not gained access to the scheme due to a lower level of assessed need. Two samples of children were assessed. The first sample included 23 children from a DEIS school and 27 children from a Non-DEIS school, located in the East of the country. The second sample included 35 children from 2 DEIS schools located in the Southwest and 28 children from 2 Non-DEIS schools located in the Northwest. Childrens receptive language was assessed using the British Picture Vocabulary Scale III, which is a standardised measure of receptive vocabulary. Their expressive language was assessed through the collection of a language sample, which enabled the calculation of variables representing gross language development (Mean Length of Utterance), vocabulary diversity and syntactic development. The results demonstrated that differences between the two groups of children in both samples were largely of small or trivial effect size and not statistically significant, suggesting a negligible to small effect of socio-economic status on oral language competence.

Behavioural phenotypes in the classroom: a qualitative study of parental and teacher knowledge of classroom guidelines and teacher views on best practices

Research suggests that genetic syndromes associated with intellectual disability often have specific cognitive and behavioural profiles. It has been suggested that educational approaches need to reflect these profiles. Parents (n = 381) and teachers (n = 204) of children with one of four syndromes, fragile X syndrome, Prader‐Willi syndrome, Williams syndrome and velo-cardio-facial syndrome were surveyed. Syndromes were compared with respect to what parents and teachers had researched or been told with respect to appropriate educational approaches. Parent and teacher reports were subsequently compared with actual published guidelines on the syndromes. Teachers were also surveyed on what they felt were successful approaches based on actual experiences of teaching the children. Parent and teacher reports of efficacious strategies for supporting their children based on what they had been researched or been told differed across syndromes as might be anticipated. However, differences between parents and teachers and between parent/teacher reports and the published guidelines suggest that parent and teacher knowledge of guidelines is deficient and/or that parents and teachers are accessing knowledge elsewhere. With respect to teaching practices, there were much less differences between the syndromes than in the published guidelines indicating that differences between syndromes in guidelines may not be as evident in practice.