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dc.contributor.authorBrake, Michelle
dc.date.accessioned2017-01-12T10:15:57Z
dc.date.available2017-01-12T10:15:57Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10369/8290
dc.descriptionMA Education - Dissertationen_US
dc.description.abstractMajor reforms regarding education in the UK, and particularly in Wales, have led to increased interest into the factors affecting education and, in particular, early development within education. This case study was undertaken in an attempt to identify pupil and parent perceptions of factors affecting early reading development. The pupil sample for this study included four male and female pupils representing a range of abilities. In total there were 18 parents directly involved. The main aim of the study was to establish pupil and parent perceptions of factors affecting early reading development. Data for the research were collected through an online questionnaire for parents and pupil interviews, providing a range of qualitative and quantitative data which permitted detailed analysis to be conducted. The results from this case study suggested that, from pupil perceptions, there were three main factors affecting their reading development. The first factor was difficulties with reading, in particular decoding words and comprehension. The second factor was disengagement and the final factor was the need to be taught specific strategies for reading. Some parent perceptions matched those of the pupils. However, there were additional factors identified by parents. These were time constraints, quantity of reading material available and finally, the need for increased interaction between school and home. Results suggested that the factors were complex in nature and did not have immediate solutions. It was concluded that there would be merit in repeating the present case study and developing larger-scale research involving more pupils and parents, in order to fully explore the factors affecting early reading development and the reasons those factors affect early reading development. This information could benefit teachers, who could find ways to exploit the identified factors in order to positively affect early reading development.en_US
dc.language.isoenen_US
dc.publisherCardiff Metropolitan University
dc.titlePupil and parent perceptions of factors affecting early reading development: A case study of a year 1 class in a Welsh infant schoolen_US
dc.typeDissertationen_US
rioxxterms.versionAOen_US


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