Document Type

Journal Article

Publication Title

English in Education

ISSN

04250494

Volume

54

Issue

4

First Page

371

Last Page

395

Publisher

Taylor and Francis

School

School of Education

RAS ID

30026

Funders

Collier Charitable Fund

Comments

Merga, M. K. (2020). “Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school. English in Education, 54(4), 371-395. https://doi.org/10.1080/04250494.2019.1672502

Abstract

© 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Struggling literacy learners are typically low achievers with poor engagement in literacy learning, and the gap between struggling and capable students widens as children move through the years of schooling. Literacy research and interventions for struggling literacy learners typically focus on the primary school years. The 2019 Supporting Struggling Secondary Literacy Learners mixed-methods project collected qualitative data on teacher perceptions of the barriers experienced by their struggling literacy learners in Australian mainstream secondary English classrooms. Recurring barriers included literacy skill gaps and English as an additional language status, absenteeism, home factors, student attitudes and engagement, school and systems factors, and learning difficulties and disabilities influencing learning. This project found high agreement with diverse individual and group level barriers, and diverse learner barriers were negatively associated with perceived adequacy of time to meet the needs of struggling literacy learners.

DOI

10.1080/04250494.2019.1672502

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Research Themes

Society and Culture

Priority Areas

Diverse, equitable, informed and productive communities, schools and workplaces

Included in

Education Commons

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