Teachers' Perceptions of the Effectiveness of the Reading Hour in Year Six
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This study examined teachers' perceptions of the effectiveness of the reading hour in a year six class. lt highlighted the importance of literacy in relation to current studies on this topic. The study examined what the Literacy Strategy is and how it has developed over the last 10 years, focusing specifically on the reading hour structure and how it is implemented within year six classes. The reading hour is not officially an element of the Welsh Curriculum, however it does often feature. Evidence was gathered through interviews with four year six teachers regarding their perceptions of the effectiveness of the reading hour in supporting children's reading. This was followed by the use of questionnaires for completion by the four teachers, focusing on the effectiveness of individual elements of the reading hour. lnterviews with eight year six pupils selected by the teachers, based on high and low attainment, were also carried out to determine their reading habits and attitudes. The analysis of the data revealed that the teachers were enthusiastic about the reading hour and that they intended to continue to use it in the future as a support tool for pupils. The results collected from the interviews with pupils also showed a positive attitude towards reading An important finding was that the support for reading in the home was not adequate. Also it was found that individual reading was paramount in supporting children's reading development. However, there was some evidence to suggest that changes need to be made to the reading hour for it to continue to be a successful teaching tool. These include improving home support and increasing time spent on individual reading. Therefore, this study concludes that teachers' perceptions of the reading hour are that ¡t is an effective tool for supporting the development of children's reading skills, although PIRLS (2007) does not support improved reading attainment in the UK.
BA (Hons) Education studies
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