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The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

The Role of Awareness in Teaching and Learning of Literacy and Numeracy in Key Stage 2

Grant reference: L139251015

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Conference paper/presentation details

TLRP: The role of awareness in the teaching and learning of literacy and numeracy at key stage 2
Our starting point is that explicit understanding of key concepts will promote children’s progress in literacy. We argue that this depends on their teachers having explicit knowledge of the concepts which is translated into teaching practice. These ideas are explored in the context of the teaching of morphology and reading comprehension in 50 London primary schools. In our first study, teacher’s explicit awareness and practice of morphology and reading comprehension strategies are documented. Though almost all teachers have secure implicit knowledge, few make this knowledge explicit, either when interviewed or observed teaching. Those teachers who did talk explicitly at interview about key concepts were significantly more likely also to teach them explicitly. When teachers attended a course designed to increase their explicit awareness and practice in morphology, the pupils in their class made significantly greater progress in spelling than comparison groups. The process of teacher change was nonetheless complex and this is discussed.
Original Document

Primary contributor

Author J Hurry

Additional details