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This study began by investigating how five adolescent dyslexic students, three male, two female [ages between 11 and 14 years] perceived the experience of spelling instruction. It also examined individual's perception of being dyslexic and looked to their sociocultural environment to identify influences that contributed to such perceptions. Case study methods were framed within the phenomenological paradigm. Research methods within a `paradigm of choices' (Patton 2002) allowed for the generation of different data and from different sources. Each student was introduced to three different teaching strategies that aimed to improve spelling accuracy and the recognition of words by sight. The views and opinions of the students were accessed to evaluate the effectiveness of each teaching method for the individual. Learning outcomes from intervention teaching were measured using quantitative methods. Results are examined within the wider context of whole-family qualitative analysis. Three distinct findings emerged from this study. First, regardless of which strategy was taught, both spelling accuracy and sightword recognition improved when compared to baseline scores. Baselines were determined through pre-teaching spelling and sightword recognition tests. A quantifiable response to each teaching condition was observed in all five students. In spelling this improvement was not wholly sustained over time/test intervals but no student reverted back to baseline scores. Sightword scores were improved for all students and improvements remained consistent across post-test intervals. From the teaching experience, candid views were well articulated and gave insights into the perceived value of both the instruction and of being consulted. Conclusions drawn here are that young people with dyslexia should not be viewed as impervious to `more special spelling lessons' but as social actors who can play a part in the decision to participate, and actively engage, in short-term interventions that address spelling and sight-word reading skills. Second, through Interpretative Phenomenological Analysis [IPA] cross cutting themes that emerged from data and are presented. Within theme one-Self-esteem and the environment strong psychosocial influences identified through triangulated evidence, show a positive interplay between the five individuals and their social - developmental community. In theme two - Sub-types of dyslexia linkages between causal theories of dyslexia and pre-post teaching behaviours as presented by each of the five participants are made. Theme three - Specificity to dyslexia gives context to the findings of this study to identify features that are specific to dyslexia as opposed to general `weak school performance' and `strong home environment'. Third, in terms of dyslexia and self-perceptions, what this study found broadly went against the literature (Burden and Burdett, 2005; Riddick, 1996; Humphreys and Mullins, 2002). These individuals revealed positive and realistic perceptions about their attributes, their successes, capabilities and their dyslexia. Clear future goals were expressed and were perceived by them all as achievable. Strong perceptions about their own learning needs also emerged. They were well aware of how dyslexia affected them, but articulated clear positive self-perceptions and always with the emphasis on what they could do. Negative experiences identified in each of their histories did not appear to impede self-assuredness in adolescence. These findings are explained within the tradition of socio-cultural theories.

Television news is a key provider of information within British society, investing those who produce it with power to determine what is 'important' and 'interesting'. In this context I set out, through observation and interview in the newsrooms of Channel Four, HTV West and BBC I Midlands Today, to gain insight into how journalists think and behave when selecting and constructing news stories. I sought to examine the effects of routine practices and the extent to which reporters and editors reflect on their decision making. In addition, I conducted a close reading of the headline item from the bulletin produced in each newsroom on the same day as my visit, in order to draw comparison between what editors and reporters articulate as important in a newsroom setting, and what appears to be the case in manifest content. While considering a wide range of influential factors, an overriding objective was to assess the specific role of 'news value'. Do journalists consciously apply individual criteria? Are newsrooms organised so that editors and reporters routinely privilege certain subjects as 'news' and not others? Is there a journalistic tendency to 'notice', perceive and 'frame' events as a set of familiar types? In examining these questions, special attention was given to the conceptual model developed by Galtung & Ruge (1965), in order to assess its relevance in the 'real' newsroom environment. My findings suggested that journalists do not openly reflect on newsworthiness in a systematic way. The complex task of preparing a story ready for broadcast was achieved in a manner that was almost automatic. Attitudes and behaviour appeared to be driven by routines, with decisions made quickly and with minimal outward reflection. In conversation, the importance of visual impact and drama, and an emphasis on negativity, emerged as being significant, although subsequent analysis of output suggested that other criteria may also be influential, for example a concentration on 'elite' subject matter. Overall, however, there seemed to be a lack of ability or willingness to discuss selection in a conceptual manner and newsworthiness was explained and 'justified' by reference to actual examples of stories or subject matter.

This thesis investigates the development of phonological awareness, rapid serial naming, speed of learning verbal/visual symbol associations, letter knowledge and verbal short-term memory in children aged 4.0 to 5.5 years and the relationship of these skills to reading ability at age 5.5 years. Data from a longitudinal study of 68 children are analysed and discussed. A review of the literature suggests uncertainties concerning the structure and development of phonological awareness. The current study measures phonological awareness at the linguistic levels of rhyme, syllable, onset-rime and phoneme and investigates whether the various skills comprise a unitary construct. Developmental pathways through the linguistic levels are also investigated. Most previous research investigating the relationship of phonological awareness, verbal short-term memory, letter knowledge and rapid naming with reading ability focuses on the skills of children who have already started learning to read. In such cases, the predictive direction of any relationships cannot be established. The current study therefore also investigates longitudinally predictive relationships between the skills of non-readers and subsequent reading ability. At initial testing, all children were non-readers. Progress in skills was assessed at three time points as children progressed through their first year at school. Reading ability was measured at the end of the study. The results suggest that phonological awareness is a unitary, developmental construct within which most children follow similar developmental patterns, although some children exhibit considerable developmental lag. The phonological awareness and letter knowledge of non-readers were found to be the major significant predictors of subsequent reading ability. In rapid serial naming, the component elements of interstimulus interval (ISI) time and articulation time were measured independently. The results suggest that the ISI component is significantly associated with concurrent reading ability in children aged 5.0 to 5.5 years. The educational implications of the research findings and suggestions for future research are discussed.

This study aims to assess the relationship between family variables and specific mathematical achievement in secondary school children. It employs both quantitative and qualitative methods. In the early stages, re-analysis of data from the National Child Development Study (NCDS), (e. g. Fogelman, K. 1983), suggested that previous findings may have confounded mathematical ability/ achievement with general educational achievement and/or measures of cognitive ability. In addition these studies tended to use only family variables which could be measured quantitatively and in ways which facilitated statistical analysis. However, the re-analysis of NCDS data showed a significant association between teachers' subjective assessment of parental interest in their children's education when they were aged 7 years, and the children's mathematical achievement at age 11 years. This significant relationship led to the focus in the second, qualitative phase on the involvement of parents in their children's education (Steinberg and Silverberg, 1986; Lareau, A. 1987,1989), on intra-family interactions (Wentzel, K. R. 1994), and the possible relations between them and the children's mathematical achievement. In the later stages, therefore, following a methodological model developed by Goetz and Lecompte (1995), qualitative techniques were utilised to elicit from parents details of intra-family interactions, with particular emphasis on their involvement with their children's educational activities. The results of the qualitative phase of this study suggested that high mathematics achievers were more likely to be found in families where mothers and fathers had both obtained 0 Levels, where a similar history of educational achievement in the wider families was reported, and where there was a high level of parent/child/sibling interaction. In contrast, low mathematics achievers were more likely to be found in families where only one or neither parent had obtained 0 Levels, where there was little evidence offered of educational achievements in the wider families.

This thesis investigates: the relative predictive ability of spoken word recognition to literacy acquisition, when compared to measures of phonemic and phonological awareness; and the impact of speech perception ability on poor reader's literacy. Research relating to the development of phonemic awareness was reviewed which suggested that speech perception skills may contribute to the development of reading. Consequently, specific theories of speech perception were reviewed, and the developmental literature was examined for evidence that young children do possess the skills which are theoretically necessary for speech perception. A longitudinal project assessed thirty pre-literate children, who each completed twelve assessments designed to provide a phonological profile. On attending school, the children's reading, spelling and phonemic awareness were assessed over a two-year period. Results indicated that rhyme detection ability was the single best predictor of reading, spelling and phonemic awareness. Awareness of word boundaries in speech also contributed to early spelling ability. Ninety children also participated in a cross-sectional study, where poor readers were compared to two control groups: one matched on age and sex, and one matched on reading ability and sex. Each child was tested on a range of skills designed to assess their phonological and speech perception abilities. The results suggest that poor readers show a developmental delay on rhythmic awareness, a skill which is linked to spoken word recognition. There was also a specific rhyme awareness deficit. However, correlations revealed that rhyme detection was only correlated with reading ability in normal readers. For the poor readers, speech perception and phonemic awareness were significantly correlated with literacy. The potential role of speech perception within phonological awareness development is considered alongside the possibility of including rhythmic awareness within current definitions of phonological awareness. The possibility of using rhythmic awareness as an early diagnostic for reading failure is also suggested.

The aim of the study is to examine the perceptions of a sample of graduate teachers (B. Ed. Hons. ) in primary schools of beginning teaching. It consists of a questionnaire survey of 57 teachers in he first year of teaching (1986-1987) and case studies, based on interviews, documents and questionnaires, of 10 teachers during their first four years of teaching (1986-1990). The study begins with a brief outline of its purpose and methods (Introduction) and an account of influences an teachers and teacher training from 1970-1990 to place it in context (Chapter 1. ). Part 1. (Ch. 2-6) gives details of the survey. Data analysis Shows that the training course was seen as helpful by more teachers than any in-service support, although this was still a minority. Teachers were at different developmental stages and the majority received little inservice support and found evaluation of teaching difficult. Certain 'beliefs', for example a belief in group teaching, were widely held. In Part 2. (Ch. 7-10) methods of data collection and analysis for 10 case studies are given. A synthesis of data in the form of a life history was sent to each subject for verification at the end of four years. Theoretical frameworks adopted from Fuller (1969). Lacey (1977) and Berlak and Berlak (1981) were used in analysis of life histories to form case studies, allowing themes to emerge. Comparison of the case studies in an analytic survey suggests that new teachers enter teaching with an 'ideal' but find adjustment necessary to the reality of being a class teacher. In the first year of teaching student teaching practice is seen as unrealistic, giving insufficient experience in teaching basic skills, class organisation and long-term planning. Years 2-4 mark a period of professional growth, when teachers appear to learn more effectively from their teaching experience, placing theory in a practical context. Although it appears that the theoretical base of the ideal of teaching may have been imperfectly conceptualised as a student, the ideal is retained. Once teachers begin to 'know the Job' they look for further intellectual stimulus and career challenge and this nay occur in the second or third year of teaching. In Chapter 11. the influence of personal theory disposition an the development of theory-practice relationships is considered and related to theories associated with teacher learning. Conclusions from the study and implications for initial training, teacher development and further research are discussed. The importance of extended school experience with opportunity for reflection and analysis of teaching is argued. Training for mentors is urged as a means of pronoting collaborative enquiry between mentor, student/new teacher, and college tutor, establishing continuity between training and induction and stimulating whole school development. The need for attention to student teachers' individual learning needs, and to their acquisition of the broad range of competencies required for classroom teaching and for reflective analysis and further professional development, is also stressed. A brief conclusion points to the compromise entailed in drawing generalisations whilst attempting to preserve the individual teacher's 'voice'.