Peter D. Pumfrey

Moving towards inclusion? The first‐degree results of students with and without disabilities in higher education in the UK: 1998–2005

Is the currently selective UK higher education (HE) system becoming more inclusive? Between 1998/99 and 2004/05, in relation to talented students with disabilities, has the UK government’s HE policy implementation moved HE towards achieving two of the government’s key HE objectives for 2010? These objectives are: (a) increasing HE participation rates of students with and without disabilities; and (b) maintaining the HE academic standards of students with and without disabilities. The findings reported are based on data drawn from six cohorts of students at UK higher education institutions (HEI) who satisfactorily completed their first degrees between the years 1998/99 and 2004/05. A total of 1 502 658 students were involved. Key variables included: Cohort (N = 6), Gender (N = 2), Disability category (N = 10) and degree classification (N = 5). The patterns of change in numbers and percentages of students successfully completing first degrees across cohorts for all students, with and without disability, are presented. Descriptive statistical analyses of changes in first‐degree academic standards over time are provided. Academic standards are operationally defined as the degree class obtained by students. Particular attention is paid to changes over time in the numbers and percentages of students obtaining the highest level of award – a first‐class honours degree. In summary, in absolute terms, the numbers of both male and female students with and without disabilities successfully completing their first degrees have increased markedly over time. First‐class honours degree standards appear to have been maintained, and possibly improved. Limitations in the nature of key variables in the research are identified. Critical acumen is essential in interpreting the analyses. Important theoretical and applied questions arise. Eight of these questions indicate challenging but promising lines of research and are presented at the end of the paper.

Metalinguistic Awareness, Reading and Spelling: Roots and Branches of Literacy

Studies on the role of metalinguistic awareness in emerging literacy have established that metalinguistic abilities at phonological, syntactic, print and pragmatic levels are linked to later attainments in literacy. Few have examined the interplay among these skills and developing reading and spelling. Using time-reversed path analyses, this study explores the possibility that metalinguistic awareness registers stronger direct effects on literacy than early pre-conventional reading and invented spelling skills. Sixty children aged 54 months (initially) were given measures of metalinguistic abilities, pre-conventional reading and invented spelling on three occasions. This allowed the exploration of reciprocal relationships between pre-conventional reading, invented spelling and metalinguistic abilities. On the fourth occasion, standardised tests of reading and spelling were administered. Results from time-reversed path analysis show that pre-conventional reading and invented spelling influenced each other across development and had stronger direct effects on subsequent literacy than did aspects of metalinguistic awareness. Pre-literate metalinguistic abilities were shown to affect pre-conventional reading and invented spelling skills and combine with these to influence further growth in literacy. The study’s results have implications for current models of literacy development.

Some Effects of the Remedial Teaching of Reading.

1 The authors are indebted to Messrs. P. S. Clift and E. A. Brookes and to Miss G. M. Williams for their help in carrying out this study

Paired Reading: Promise and Pitfalls.

Summary Increasingly ‘home‐school’ co‐operation is recognized as important in optimizing childrens progress in all aspects of learning. The involvement of parents (and other adult caregivers) in improving their childrens attainments in, and attitudes towards, reading is a field of applied research gaining increasing attention. There are many variants on this theme. One that is receiving increasing attention in Britain is known as ‘paired reading’. The approach capitalizes on parent and child reading together at home for a specified period each day using a two‐phase technique. The rationale on which the strategy is based is outlined. Evidence from empirical studies is presented. From the research results, the considerable initial promise of ‘paired reading’ is indicated. There are also a number of associated pitfalls that potential users should note. The strategy is not the panacea that some of its more fervent advocates have suggested. On balance, it merits the attention of those interested in minimizin...

CHILDREN RECEIVING REMEDIAL TEACHING IN READING

Over 1,200 children receiving remedial teaching in reading were studied on ten main variables: IQ, chronological age, mental age, initial reading age, reading age after treatment, treatment length, number of attendances, percentage attendance, size of teaching group, and improvement. Sex distribution and laterality patterns were also examined. The findings of many previous smaller studies were in general borne out. In particular, little relationship was found between lateral dominance and reading disability or between intelligence as measured and reading improvement. Only when groups contained more than six children did group size affect progress adversely. Further studies are in hand.

THE EFFECTS OF NON‐DIRECTIVE PLAY THERAPY ON SOME MALADJUSTED BOYS

The effects of non‐directive group play therapy on eight socially‐maladjusted junior school boys of low average intelligence and poor reading attainment are reported. Modifications in adjustment and attainment both at the end of therapy and on follow‐up one year later were measured. A limited number of play therapy sessions did not produce a significant overall improvement in social adjustment. For the experimental group, rank order of improvement in adjustment after therapy was significantly related to intelligence and neuroticism. On follow‐up one year later, 11 of the 16 children in the experimental and control groups combined had improved in adjustment. As predicted, there was no significant improvement in reading attainment in either experimental or control group at the end of treatment. Significant rank‐order correlations were found between measures of extraversion and short‐term improvement on two reading tests for the experimental and control groups.

Reading across Genres: a Review of Literature

From their review of the literature on reading and genres, the authors suggest that an understanding of genre theory will help teachers assess the readability and suitability of the texts they use in the classroom. The article serves as a general introduction to genre theory, its implications for teachers and the benefits of monitoring and teaching genre.

Adjustment from Primary to Secondary School

Summary Groups of maladjusted and normally adjusted junior school children were matched on measures of attainments, intelligence and personality. The children were followed up during the third year of their secondary education in order to assess their subsequent adjustment. None of the maladjusted children had received any special psychological help from qualified personnel during the intervening period. On follow‐up, some 80 per cent of the untreated group of maladjusted children showed marked improvements in adjustment. About 25 per cent of the normally adjusted group had moved out of that category. Moves towards more adequate later social adjustment were associated with initial adjustment, intelligence, introversion and competence in the basic subjects. The relative importance of nine primary school predictors of the pupils’ later adjustment are assessed. Some of the implications of the findings for research and practice are considered.

Reforming Policy and Provision for Dyslexic Students in Higher Education: Towards a National Code of Practice

Peter Pumfrey continues a discussion, previously aired in this journal, about provision for dyslexic students in higher education. He argues that it is time we moved towards a more coherent national policy to support talented disabled students including those who are dyslexic. However, he has doubts as to whether this can be sufficiently funded given the pressure on university budgets.

A Three-Year Longitudinal Study of Children's Reading Behaviours: What Has Been Learned?.

Summary Childrens reading attainments, attitudes to reading and reading habits are central educational concerns. A three‐year longitudinal study compares the progress on these variables of 324 children, initially aged ten years, attending four middle schools in one English local education authority (Bradford). The city is characterized by declining traditional industries, high unemployment and many related socio‐economic disadvantages. Two schools (deemed experimental) each received approximately 4,500 books in addition to their normal stock and capitation allowance for books. The two matched control schools received no such additional supply of books. Although important changes in reading attainments were found, no simple differential gain consequent on the extra supply of books was identified in relation to either reading attainments or attitudes to reading. The data obtained concerning the number and variety of books read by the children in the four schools over the three years of the research represe...