Learning to read, write and spell is a key focus of primary education, and these skills are an important foundation for learning as children progress through primary and secondary education. But why do we measure children’s literacy? And which approaches provide the best information to support decision making about teaching approaches?
This event brings together academics and practitioners to discuss the latest research on measuring literacy and its relevance to education policy. Speakers will discuss why testing literacy can promote learning, and how best to characterise differences amongst children and to track change as children move through the educational system. Foundational literacy skills are emphasised much less in secondary than primary education, despite many children starting secondary school without the requisite skills needed to access the curriculum; speakers will discuss new research on children in this age group.
Finally the panel will consider the policy implications of these findings for teachers, children and their families.
ProgrammeChair: Suella Fernandes MP
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- 3.15pm Registration and refreshments
- 3.30pm Chair’s Welcome
- 3.35pm Professor Kathy Rastle, Department of Psychology, Royal Holloway, University of London
The importance of testing for promoting learning
- 3.45pm Professor Margaret Snowling, CBE, FBA, FMedSci – President, St. John’s College, Oxford and Professor of Psychology, Department of Experimental Psychology, University of Oxford
Individual differences in the early development of literacy
- 3.55pm Dr Jessie Ricketts, Department of Psychology, Royal Holloway, University of London
Measuring literacy in secondary school
- 4.05pm David Weston, CEO and founder, Teacher Development Trust and Chair of the Department for Education’s Teacher Development Expert Group
Key messages for education
- 4.15pm Discussion
- 4.45pm Refreshments
- 5.15pm Close