Lyn Layton

Including children with special educational needs in the Literacy Hour: a continuing challenge

This paper reports on a study to examine whether the framework for teaching the Literacy Hour can provide an inclusive learning environment for pupils with special educational needs. Carol Miller, Penny Lacey and Lyn Layton, all members of the Inclusion, Special Education and Educational Psychology Group in the School of Education at the University of Birmingham, used a survey and case studies to provide examples of organizational strategies and activities in literacy teaching. The authors go on to evaluate the extent to which these approaches promote inclusion in the Literacy Hour. They conclude that, while most children were included, some were engaged in alternative activities which were, in reality, focused on the development of communication skills. The authors close their article with a call for further research.

A pre-school training programme for children with poor phonological awareness: effects on reading and spelling

An earlier paper published in this journal described the pilot study and first two phases of a longitudinal study that examined the possibility of preventing the emergence of written language difficulties, by addressing the ability of pre-schoolers to make phonological judgements (Layton, Deeny, Upton and Tall, 1996). The literacy development of the children involved in the study was assessed when they had been in mainstream education for approximately two years. It was discovered that there were no significant differences, in terms of written language achievement, between the children who had received phonological training while in nursery school and their peers in a control group whose training programme had not featured phonological awareness activities. These findings challenge the view that training pre-schoolers to attend to the sound structure of words promotes later literacy development. The results are considered in the context of other research findings, and then the study is discussed in both quantitative and qualitative terms, with some comment on the feasibility of identifying pre-schoolers at risk for literacy failure on the basis of poor phonological awareness.

Reading Preferences of Pupils with Visual Impairment

Braille readers were invited to submit their views on issues relating to their reading habits. Interpretation of the resulting data provides valuable Insights into the materials and services which blind pupils currently use; and their responses give pointers to the ways in which resources could be developed so that these children and young people have better access to the literature enjoyed by their sighted peers.

Special Educational Provision for Children with Language and Communication Difficulties: Does OFSTED Report?

This pilot study analysed OFSTED reports to identify characteristics of educational provision for children with language and communication difficulties and to explore features of inclusive education for these children. Visits were also made to three schools to interview staff about key features of the report that contributed to good provision. Themes from the reports and the interviews were compared with previously published criteria for effective provision. Many of the reports did not refer to these criteria and it is suggested that inspectors were largely unaware of the requirements of adequate support for children with language and communication difficulties.

Book reviews : Dyslexia and stress T. R. Miles and V. P. Varma, editors London: Whurr Publishers, 1995. xiv + 130 pp

16-17 who ’seemed to have survived their difficulties particularly successfully’. Study revealed, however, that all of them had suffered extremely bad experiences related to education hence the emotional ’scars’. (All had endured violence from teachers, unfair treatment, inadequate help, and humiliation. During interview, all the boys were surprisingly ’open’ with a trusted teacher. Part 1, ’An individual approach’, consists of three chapters. Chapter 1, ’What is dyslexia?’ presents definitions, and a discussion of types of dyslexia, causes, and recognizing dyslexia. Chapter 2, ’Meet the students’ is 89 pages long. It consists of individual case-histories (including negative experiences, work samples and examination results). Chapter 3 is a summary of results, some in tabulated form. Part 2, ’Technical data’, consists of four chapters. Chapter 4, ’Previous research on emotional reactions’ is a useful synopsis. In Chapter 5, ’Research methods used’, the case-study approach is defended, and the modes of interview employed are outlined. ’Triangulation’ procedures are introduced. After a brief discussion (Chapter 6), Chapter 7 is a series of recommendations relating to teacher information, teaching methods, the educational system, and national/political issues. A fairly adequate bibliography follows, along with the ’interview questions’ used and reading/writing analysis scales. All in all, the work makes interesting reading, although at times one wishes that there were more objective/structured data. The writer comments, ’I used less formal testing procedures than I thought I would, as the other approaches yielded such a mass of material’. (Her chief problem then became the organization and presentation of it!). At times, a somewhat exaggerated, stilted style of writing becomes annoying. However, written as it is with insight and feeling, it is a book which should find a place on the bookshelf of many teachers and parents.

Book reviews : Specific learning difficulties (dyslexia): a handbook for study and practice. Gavin Reid. Edinburgh: Moray House Publications, 1994. vii + 327 pp

This volume is one of four produced in connection with an Open Learning Course leading to a postgraduate award in specific learning difficulties (dyslexia) at Moray House/Heriot Watt University. Accordingly, one might reasonably expect that it would be wideranging in its approach to the field of study; that it would balance current theory with implications for practice; that it would provide the opportunity for wider reading and research; and that it would be accurate in every detail and thoroughly referenced. In the review presented here I will consider the extent to which these expectations