AN INTEGRATED AND INCLUSIVE APPROACH TO FOUNDATIONAL LITERACY ACROSS EUROPE
The philosophy and practice of inclusive education has meant that in many countries struggling pupils are educated in mainstream schools. This implies that schools and teachers need to be able to identify and provide effective practices to support the skills of all pupils.
The focus of WG1 is on the foundational decoding and encoding processes involved in learning to read and write, and on overcoming the range of barriers that prevent children and adolescents from successfully developing this competence.
Importantly, the scientific agenda of this WG is build into the following three aspects of inclusiveness: breadth of theoretical and methodological approaches, inclusion across countries and languages, and inclusion across learners.
Relying on the interdisciplinary work of researchers, practitioners, and policy-makers coming from different backgrounds and disciplinary traditions as well as using different methodological approaches, WG1 aims to enhance an inclusive and integrated approach to understanding and supporting the development of foundational literacy skills for all learners, thereby widening participation, improving attainments, and raising aspirations.
TeamsWorking group leaders: Julie Dockrell and Timothy Papadopoulos
A. Spelling challenges across orthographies (team leader: Julie Dockrell)
B. Methodological issues in cross-linguistic literacy research (team leader: Timothy Papadopoulos)
C. Terminology, multilingualism, and L2 (team leader: Rhona Stainthorp)
D. Teachers understanding of multilingualism (team leader: Charles Mifsud)
Team members: Otília Sousa and Nina Gerdzhikova
Survey "Teachers’ knowledge, attitudes, and behaviors towards multilingualism and the challenges of multilingual classrooms"
E. Dyslexia across Europe (team leaders: Marcin Szczerbinski and Ioannis Dimakos)
Project "Dyslexia in your country – legal framework and assessment process"
First WG meeting was held in London in 22-23 June 2015