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In April 2016 Manchester eScholar was replaced by the University of Manchester’s new Research Information Management System, Pure. In the autumn the University’s research outputs will be available to search and browse via a new Research Portal. Until then the University’s full publication record can be accessed via a temporary portal and the old eScholar content is available to search and browse via this archive.

An Evaluation of a Booklet of Ideas to Support Teachers in Thinking About How to Increase the Independence of Dyslexic Children.

Squires, Garry

[Dissertation].The University of Manchester;2001.

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Abstract

Six primary school teachers and two secondary schoolteachers completed a questionnaire asking them to definedyslexia and to rate their confidence levels in supportingdyslexic pupils. Classroom observations were made in theprimary classrooms to look at the strategies already used byteachers and teachers were able to comment on the strategiesthat they found useful. A booklet of ideas was provided andfive of the primary school teachers completed a secondquestionnaire to evaluate its usefulness in guiding theirclassroom practice. A follow-up observation was made in twoclassrooms to compare the strategies being used. Teacherswere found to define dyslexia using constructs that weredifferent to those they used when considering pupils withreading or spelling difficulties. The booklet was found to leadto a significant increase in confidence amongst teachers(p=0.043) and to an increase in the number of strategiesreported to being used. Observations revealed an increase instrategies used by teachers and an increase in pupil on-taskbehaviour in the two classes observed.

Bibliographic metadata

Type of resource:
Content type:
Dissertation
Dissertation title:
An Evaluation of a Booklet of Ideas to Support Teachers in Thinking About How to Increase the Independence of Dyslexic Children.
Author(s) list:
Squires, Garry
Degree type:
Doctorate in Educational Psychology
Publication date:
2001
Institution:
The University of Manchester
Total pages:
52
Abstract:
Six primary school teachers and two secondary schoolteachers completed a questionnaire asking them to definedyslexia and to rate their confidence levels in supportingdyslexic pupils. Classroom observations were made in theprimary classrooms to look at the strategies already used byteachers and teachers were able to comment on the strategiesthat they found useful. A booklet of ideas was provided andfive of the primary school teachers completed a secondquestionnaire to evaluate its usefulness in guiding theirclassroom practice. A follow-up observation was made in twoclassrooms to compare the strategies being used. Teacherswere found to define dyslexia using constructs that weredifferent to those they used when considering pupils withreading or spelling difficulties. The booklet was found to leadto a significant increase in confidence amongst teachers(p=0.043) and to an increase in the number of strategiesreported to being used. Observations revealed an increase instrategies used by teachers and an increase in pupil on-taskbehaviour in the two classes observed.
Keyword(s):

Institutional metadata

University researcher(s):
Academic department(s):

Record metadata

Manchester eScholar ID:
uk-ac-man-scw:93212
Created by:
Squires, Garry
Created:
26th October, 2010, 11:32:25
Last modified by:
Squires, Garry
Last modified:
2nd August, 2013, 20:05:40

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