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Literacy Hour and the Literal Thinker: the Inclusion of Children with semantic‐pragmatic Language Difficulties in the Literacy Hour
Author(s) -
Dehaney Ruth
Publication year - 2000
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.00140
Subject(s) - literacy , set (abstract data type) , context (archaeology) , inclusion (mineral) , literal (mathematical logic) , psychology , government (linguistics) , mathematics education , function (biology) , literal and figurative language , pedagogy , linguistics , computer science , social psychology , history , philosophy , biology , programming language , archaeology , evolutionary biology
Ruth Dehaney's concern is that any overall target, such as the high target set by the government for English, could be achieved at the expense of some children, particularly those with special educational needs. Within the broad context of speech and language difficulties, Dehaney's article focuses on how children with semantic‐pragmatic difficulties function in the classroom. Specific reference is made to the language demands of the literacy hour. Her findings will be relevant to many teachers seeking to accommodate children's diverse learning needs within the structure of the hour.