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Literacy Development: Evidence Review

Breadmore, Helen L; Vardy, Emma; Cunningham, Anna J; Kwok, Rosa KW; Carroll, Julia M; (2019) Literacy Development: Evidence Review. Education Endowment Foundation: London, UK. Green open access

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Literacy includes the word-level skills of word reading and spelling and the text-level skills of reading comprehension and writing composition. These skills are involved in virtually all everyday activities. As a result, poor literacy impacts on every aspect of life. Word reading, spelling, reading comprehension, and writing composition are supported by similar language and cognitive skills as well as affective and environment factors. Learning to be literate builds upon existing knowledge of the language from speech. Becoming literate then enables children to learn more about language. However, literacy is unlikely to be achieved without explicit and prolonged instruction. This review provides an evidence base for decision-making during literacy education. We identify key skills that must be in place to enable children to reach their optimum potential and highlight where weakness can suggest a need for extra support. We begin by discussing models of literacy development as these models provide a framework within which to present the evidence base for the rest of the review. We then consider the underlying skills in greater depth, beginning first with the proximal factors that underpin word-level and text-level reading and writing. Then we consider distal child-based and wider environmental factors that indirectly impact on literacy development.

Type: Report
Title: Literacy Development: Evidence Review
Open access status: An open access version is available from UCL Discovery
Publisher version: https://educationendowmentfoundation.org.uk/public...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: literacy, reading, spelling, phonological awareness
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10083973
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