Year: 2012
Type: conference-paper
Study design: Observational Study
Abstract: The common expectation surrounding students and education is that students willadvance in their literacy ability as they progress through school. Although there issupport for this expectation from large scale longitudinal studies, for some middleschool students, advancement in literacy ability is not always the case. The transitionfrom primary to secondary school is identified as a particular challenge for somestudents and there is evidence that not all students make this transition successfullyand, as a consequence, their academic progression may stall or in some instances,decline. This paper presents a snapshot of the findings from my PhD project andfocuses on the impact transition, the move from primary to secondary school, hadupon Tasmanian adolescent students' reading and spelling achievement as measuredby the Progressive Achievement Test (PAT-R) for reading and the Single WordSpelling Test (SWST) for spelling. The preliminary findings of this semi longitudinalresearch revealed that there were a cohort of students who were at risk forunsuccessful transition in their reading and spelling achievement. The condition asto why this may have occurred was explored with reference to socio-economicfactors and the structure of the school system.
Authors: Belinda Hopwood, Ian Hay, Janet Dyment
Institution: University of Tasmania
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2284095577