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Dylanwad y Profion Darllen Cenedlaethol ar Addysgu a Dysgu Strategaethau Darllen – Astudiaeth Achos mewn Un Ysgol Uwchradd Gymraeg

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In 2013, in the face of concern about low literacy standards, standardised reading tests for 7–14-year-olds became statutory in Wales. International research literature shows polarised views about the effect of high stakes tests on education standards, while suggesting that a combination of teaching reading strategies, offering feedback on performance and the promotion of reading, increases pupils' self-efficacy and confidence levels. By means of a case study, this paper considers the influence of the tests on the teaching and learning of reading strategies and on pupils' attitudes towards reading. A sample of 302 of Year 7 and Year 9 pupils was surveyed, together with focus groups with a sub-sample and interviews with key staff. While pupils showed awareness of a variety of reading strategies, and reported high levels of confidence in preparation for the tests, there were mixed reactions towards specific whole-school literacy sessions. Generally, older pupils' attitudes to reading were more negative. Furthermore, an emphasis on accountability had led the school to focus on test preparation at the expense of using the results diagnostically.
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Keywords: ACCOUNTABILITY; ATTITUDES TO READING; HIGH STAKES TESTS; READING STRATEGIES; SELF-EFFICACY

Document Type: Research Article

Publication date: November 1, 2017

More about this publication?
  • Previously published under the title University of Wales Journal of Education, this internationally-distributed annual journal offers an arena for disseminating education research from national and international perspectives. The journal explores a range of controversial arguments relating to education, including areas such as bilingualism, religion in education, well-being and the standards of literacy and numeracy. The contemporary drive for improved education standards, within Wales and internationally, provides a wealth of interdisciplinary research opportunities, and the journal aims to publish research reports relating to these current issues. The journal also includes a comprehensive reviews section.

    Mae'r cylchgrawn blynyddol hwn, a adwaenid gynt fel Cylchgrawn Addysg Prifysgol Cymru, yn trafod agweddau datganoledig ar addysg, ynghyd ag ymdrin ag addysg o safbwynt cenedlaethol a rhyngwladol. Wrth ymhel â materion cyfoes yn ymwneud ag addysg, mae'r drafodaeth yn amlinellu safbwyntiau dadleuol ynghylch dwyieithrwydd a chrefydd yn ogystal â safonau llythrennedd a rhifedd. Mae'r ymdrechion i wella safonau addysg yng Nghymru a thu hwnt yn esgor ar feysydd ymchwil newydd, a bwriad y cyfnodolyn yw cyhoeddi erthyglau cryno yn ymdrin â materion cyfredol o'r fath. Mae'r cyfnodolyn hefyd yn cynnwys adran adolygiadau.

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