Language and Literacy Education (Theses)

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An teagasc ábharbhunaithe trí mheán na mionteanga: iniúchadh criticiúil ar chreidiúintí, tuiscintí agus cleachtais an mhúinteora eacnamaíochta baile san Iar-bhunscoil ghaeltachta
(2023-10-27) Ní Dhuinnín, Sarah
Bhí sé mar aidhm ag an taighde seo iniúchadh criticiúil a dhéanamh ar chreidiúintí, tuiscintí agus cleachtais an mhúinteora Eacnamaíochta Baile san iar-bhunscoil Ghaeltachta. Bíodh is go bhfuil raidhse leathan litríochta sa ghort a thráchtann ar na castachtaí oideolaíochta roimh mhúinteoirí tumchláir, is beag taighde atá déanta ar an bhfeiniméan céanna i gcomhthéacs an oideachais Ghaeltachta, go háirithe an taighde sin a nochtann fíorthaithí mhúinteoirí ábhair iar-bhunleibhéil ó theacht i bhfeidhm an Pholasaí don Oideachas Gaeltachta. Chuige sin, díríodh aird an taighde seo ar pheirspictíochtaí iarbhír seisear rannpháirtithe i gcúig iar-bhunscoil cláraithe faoin Scéim Aitheantais Scoileanna Gaeltachta. D’fhonn guth a thabhairt don taithí bharántúil rinneadh iniúchadh ar ábhar an staidéir trí lionsa na paraidíme bunathraithí. Chuathas i muinín modhanna measctha taighde agus an taighde feidhmeach mar dhearadh taighde agus baineadh úsáid as raon fairsing d’ionstraimí bailithe sonraí. Ar a bharr sin, reáchtáladh idirghabhálacha taighde ar bhonn timthriallach leis an éabhlú sa chleachtas agus sa smaointeoireacht a éascú. Cuimsíodh meonta, bonn eolais agus modhanna múinte rannpháirtithe san anailísiú ar shonraí agus thángthas ar dhá mhórthéama taighde, ina measc, Creidiúintí agus Tuiscintí Ábharbhunaithe mar aon le Cleachtas Oideolaíoch Ábharbhunaithe. Sonraíodh i bhfianaise na dtorthaí taighde cé go raibh rannpháirtithe báúil don lántumadh, gur beag tuisceana a léiríodh i dtaobh choincheap an chomhtháthaithe ábhar agus teanga i ndáil lena chur i bhfeidhm sa chleachtas teagaisc; narbh ionann inniúlacht sa teanga agus na hinniúlachtaí éigeantacha leis an oideolaíocht theangabhunaithe a chur i ngníomh; go raibh an múnla teagaisc faoi chomaoin fhorlámhas an ábhair acadúil agus nach raibh cianteagasc na héigeandála sláinte COVID-19 ina choinníoll fhabhrach le haghaidh an dea-theagaisc ábhairbhunaithe a chur chun cinn. Ar deireadh, eascraíodh moltaí ón staidéar a bhain le cleachtas agus le beartas ar mhaithe leis an idé-oideolaíocht chomhtháite a chur chun cinn thar achar an chontanaim oideachais lán-Ghaeilge.
Using CLIL to support teacher language awareness in the Irish language in English-medium primary schools: an analysis of the impact on second language teaching and learning competency
(2023-09-26) Fahey, Pádraig
This study sought to examine CLIL as a mechanism to enhance teacher language awareness (TLA) in English-medium schools in the Republic of Ireland. The potential of this enhancement of TLA is to support teachers’ own language proficiency together with their second language teaching and learning competency. The benefits of a CLIL approach for the learner have been clearly established across international research including studies undertaken by Fernandez-Fontecha (2014); Dalton-Puffer (2007, 2008); De Diezmas (2016); Gierlinger and Wagner (2016); Harris and Ó Duibhir (2011) and Morton (2015). The benefits of employing a CLIL approach are less clear for teachers. This is not only a deficit in current research but also a significant missed prospect in the exploration and promotion of CLIL and its associated opportunities for the development of successful language teacher identity as well as related improvements in second language learning classroom practice overall. The research aims of this study were realised through the application of a pragmatic lens employing a case study research design to explore the coupling of CLIL with the Irish language and the subsequent implementation efforts in primary classrooms in the Republic of Ireland. Five primary school teachers’ interactions with CLIL were documented. A mixed methods approach was utilised to collect data and included the use of self-assessments, formal assessments, focus groups and reflective exercises to chart the journey of participants as they engaged with CLIL approaches in their classrooms. Participant-informed perspectives provided a context as to what the impact of employing a CLIL approach was for the teacher as well as what is achievable for Irish language CLIL-based teaching and learning within the English-medium school context. Five distinct themes emerged from the data collected from this study. The first three themes explored the influence of employing CLIL in the classroom on teachers’ own language self-efficacy as well as their professional beliefs. The final two themes explored firstly the essential knowledge base that is required by teachers to successfully implement CLIL practices before finally discussing the needs as well as the opportunities to support the development of this essential knowledge base across the micro-, meso- and macro-levels of a teacher’s ecosystem. Conclusions supported a series of recommendations grounded in achievable and realistic proposals that are based on the informed perspectives of participants of this study. The advantage of employing a CLIL approach to the development of appropriate teacher language awareness is clear. Benefits of employing a CLIL approach include a positive influence on teachers’ language self-efficacy as well as a strengthening of professional identity emergent from the enhancement of teachers’ professional beliefs which support improved language classroom practices. The possibilities for CLIL implementation across the primary school system are grounded within the participant-informed perspectives collated from this study. A host of current education processes currently in use by schools in the Republic of Ireland are opportune for the support of CLIL implementation on a larger scale, the result of which would undoubtedly support improved Irish language teaching and learning experiences together with learner outcomes.
Investigating language corpora as a grammar development resource
(2023-09-25) Avetisyan, Lilit
The digital era has brought new concepts and transformations into language development and has given rise to technology-based approaches to learner autonomy. It has shifted the focus from deductive to inductive learning, where the concept of ‘noticing’ (Schmidt, 1990) language forms is promoted. Literature suggests that this type of student-centered self-discovery of lexico-grammatical patterns can be greatly aided by corpus linguistics methods, specifically ‘Data-Driven Learning’ (DDL) (Johns, 1986; Braun, 2005; O’Keeffe et al, 2007). It reports on the valuable potential of DDL for developing learners’ multi-literacies and cognitive strategies, particularly raising their awareness of lexico-grammatical patterning (O’Keeffe and Farr, 2003). However, insights from corpus-based studies have not been widely applied in teaching practices (Reppen, 2022; Zareva, 2017). It has also been proposed that DDL enhances accurate representation of language, raises cultural understanding, provides learners with the freedom to explore and discover the language, and fosters learner autonomy, thus making them more effective language learners (Flowerdew, 2015). This affordance led to the design of a longitudinal experimental study which aimed to provide useful skills and processes in the use of language corpora as a grammar development resource in the pre-intermediate EFL classroom in an Armenain context outside of higher education. The evaluation data included pre-, post-, progress-, delayed post-test data, and Learner Autonomy Profile (LAP) form, the statistical analysis of which revealed the beneficial impact of the computer-based inductive approach of DDL on the learners’ grammar competency, independent learning skills, as well as the contribution of cognitive strategies to proceduralization of knowledge. It also included semi-structured interview data, which uncovered the learners’ increased engagement in the learning process, the positive change in their attitudes towards their own learning, and the ways of demonstrating autonomous abilities in working with concordances. These data also brought to light some of the fears and challenges of using DDL, as well discussing its theoretical and pedagogical underpinnings aligned with psychological processes of learning. The findings will serve all the participants of this hugely important ELT sector - researchers, language educators and learners. They will gain insights as to what is necessary to tap learners’ implicit long-term knowledge, to prepare them both psychologically and practically for independence so that they can be armed with confidence, interest in discovering the language, knowledge about their own learning, and understanding of how to make use of their learning styles and strategies. Keywords: conventional/technology-enhanced EFL classroom, corpus linguistics, data-driven learning (DDL), inductive/deductive grammar learning, direct/indirect written feedback, explicit/implicit knowledge, language awareness, learner autonomy.
A historical analysis of senior cycle state examinations in the school subject English from 1878-2016: a longitudinal study
(2021-05-04) Chute-Burke, Olive
This thesis critically examines senior cycle examination in Ireland for the school subject English from colonial to modern times. It explores the development of examinations as a method of senior cycle assessment and, in light of the cultural, political, economic and social changes of each era, documents the main themes that dominate the English examinations. These themes and examination items provide significant insights into the cultural ideologies that have shaped senior cycle examinations since the establishment of the Intermediate Education Board in 1878. The main themes were identified through the analysis of the examination papers across four eras between 1878-2016, and this thesis explores whether or not the content of what was examined mirrored the political and cultural perspectives of successive eras. The research utilises a mixed-method approach, using both historical analyses of the documents, allied with a quantitative analysis of the examination papers. The theoretical framework explores the impact of policy on the syllabus, and how this was reflected in the examinations. Finally, the examination papers are recognised as important social and historic records which have documented social and cultural change in Ireland.
In between the lines of the Primary language curriculum: teacher involvement in the process of curriculum change
(Mary Immaculate College, University of Limerick, 2017) McGarry, Caroline
The process of curriculum change and reform can be challenging and complex. It is an area which is often neglected both in educational scholarship and contemporary debate, particularly within the Irish context. This is despite the fact that curriculum change is a fundamental aspect of curriculum development, which can have significant repercussions for the education sector. This study investigates the dissemination of the Primary Language Curriculum to gain an insight into a critical and contemporary period of curriculum change in Ireland. This social constructivist study adopts a case study approach to examine the perceptions and experiences of teachers during this process of dissemination. Through conducting surveys, focus groups and interviews, this study highlights teacher involvement in the process of curriculum change. This study found that although teachers were represented during the design and development of this curriculum, there was a lack of awareness surrounding the consultation which took place and the majority of teachers did not participate in this process. This study found that there was also a lack of awareness amongst teachers about the nature of this curriculum change both prior to and during the dissemination of the Primary Language Curriculum. Although the majority of participants felt that it was necessary to change the existing curriculum, there was evidence of resistance to change and uncertainty about the forthcoming changes amongst a cohort of teachers. This study also found that many principals were dissatisfied with aspects of the initial continuous professional development which they received and this study attributed a number of factors to this. Lastly, this study found that the amendment which was made to Circular 61/2015, which allowed greater time for the planned implementation process, had a positive influence on the dissemination of the Primary Language Curriculum and was indicative of effective communication between the external and internal stakeholders of the curriculum. This study includes a range of recommendations relating to curriculum consultations, awareness-raising, professional development, the role of principals in curriculum reforms and teacher engagement in curriculum change, which, if followed, could have a positive impact on future efforts to implement new curricula in primary schools in Ireland.
Integrating, fostering and encouraging the development of literacy skills in the Irish Primary science classroom
(Mary Immaculate College, University of Limerick, 2016) Galvin, Rachel
The National strategy to improve literacy and numeracy among children and young people 2011-2020 in Ireland states that we need to prioritise literacy and numeracy through positive interventions and integrating these skills across the curriculum. Irish Primary Schools are currently introducing best practice methodologies in literacy and numeracy teaching and Continuous Professional Development (CPD) courses are being rolled out all over the country. However there have been no specific models and CPD courses designed and implemented guiding teachers on how literacy and numeracy skills can be effectively developed in the Primary Science Classroom. The practice and development of key scientific process skills contribute significantly to developing the child’s oral language, reading and writing skills. There is the fear that other curricular areas could be left behind with such a strong focus on developing skills only in English and Mathematics lessons. The overall research question was as follows: What are teachers opinions on and attitudes towards the use of science lessons in, fostering the development of literacy skills in the Irish primary science classroom? This research employed an exploratory sequential mixed methods design of data collection, investigating, identifying and examining the literacy strategies and approaches used by teachers during science lessons, the teachers background and experience and provision of continuous professional development in this area by gathering both quantitative and qualitative data using questionnaires (N=42) and semi-structured interviews (N=3). It was found that teachers incorporate oral language skills as much as possible in science lessons. However employing higher-order inquiry based oral language skills that encourage argumentation, collaborative discussions, pupil questioning, open ended-questioning, reading and writing strategies did not feature as prominently in science lessons. Difficulties impeding the use of such strategies were identified as follows: class sizes, overloaded curriculum, classroom management issues, teachers’ poor scientific knowledge, lack of familiarity with and confidence with pupil lead activities and argumentation strategies. It is clear from the results that high-quality science CPD and supports are needed focusing firstly on developing the teachers Inquiry Based Learning skills, Science Knowledge, Critical Thinking and Argumentation Skills and secondly on school planning of science and integrated approaches to teaching. Overall the integration of Literacy skills across the curriculum needs to be addressed. Science offers a wonderful opportunity for children to develop literacy skills. If science can be envisioned as a subject matter that welcomes the inclusion of literacy practices, it is more likely that primary teachers will find ways to integrate science into their curriculum.
Pre-service Primary Teachers' understanding of mathematical problem posing and problem solving: exploring the impact of a study intervention
(Mary Immaculate College, University of Limerick, 2016) Walsh, Maura
The results of national assessments – National Assessment in Mathematics and English Reading (Shiel, Kavanagh and Millar, 2014) and international assessments- Programme for International Student Assessment (2011) and Trends in Mathematical and Science Studies (2012) reveal the need for improvement in the Mathematical skills of “Applying and problem solving” and “Reasoning” as laid out in the Revised Primary Mathematics Curriculum (NCCA 1999). Many studies have emphasised the valuable role problem solving plays in the classroom. Central to this is the quality of the problems posed. The primary aim of this study was to explore the effect of a study intervention on the problem posing skills of pre-service Primary teachers. The study intervention took a pre-test/post-test format. A questionnaire exploring participants’ knowledge of and attitudes towards problem posing and problem solving was administered to First Year Bachelor of Education students in the Second Semester of their Four Year teacher education course. The study intervention, comprised of a series of lectures and tutorial sessions on problem solving/problem posing, then followed. The original questionnaire was again administered. The data were analysed and pre-test/ post-test changes evaluated. This evaluation revealed that the students’ conception of what constituted a mathematical problem had greatly improved as shown by the variety and quality of the post-intervention posed problems. The study recommendations outline the need for the inclusion of problem solving/problem posing modules in initial teacher education courses.
A mixed methods investigation of effective online comprehension strategy instruction within the Irish Primary School context
(Mary Immaculate College, University of Limerick, 2016) Devey, Céire
This study was based on an embedded mixed methods design. In this study, qualitative data was embedded within a quasi-field experimental design. The researcher adopted quantitative methods to test the hypothesis that a combined New Literacies and Print Comprehension Strategy Instruction intervention positively influences online comprehension levels. The researcher used qualitative data produced by focus group sessions and reflective logs to explore results of the intervention. The study was conducted in a large, mixed, primary school located in North county Dublin. One hundred and sixty Irish primary school pupils participated in the quasi-field experiment (N = 160). 84 female participants (n =84) and 76 male participants (n =76) partook in this study. There were 40 (n=40) participants in each condition ranging from seven to ten years. The between group independent variable was form of comprehension strategy instruction and consisted of four levels: No comprehension strategy instruction, Print Comprehension Strategy Instruction, New Literacies comprehension strategy instruction and Combined Print and New Literacies comprehension strategy instruction. The within groups independent variable was time which was measured pre-intervention (Time 1) and post-intervention (Time 2) for each condition group. The dependent variable was Online Comprehension levels which were measured using the Online Research and Comprehension Assessment (ORCA) Primary. Condition 1 was a control condition, participants in this condition did not engage in Comprehension Strategy Instruction. In Condition 2 participants received Print based Comprehension strategy instruction. In Condition 3 participants received New Literacies Comprehension strategy instruction. Finally, in Condition 4 participants received Combined Print and New Literacies Comprehension strategy instruction. A Wilcoxon Signed Rank Test revealed a statistically significant increase in online comprehension levels from Time 1 to Time 2 in the combined Print and New Literacies comprehension instruction condition, z =-2.35 , p = .01, with a medium effect size (r =.3). Wilcoxon Signed Rank Tests revealed no statistically significant difference in ORCA Elementary revised scores from Time 1 to Time 2 in all other conditions. Thematic Analysis of focus group and reflective log data identified one main theme; The application and uses of individual comprehension strategies in online comprehension and research. Within this theme three subthemes were identified; strategies used for online comprehension research purposes; strategies used for online comprehension of static texts and strategies that were ineffective for either online research comprehension or online comprehension of static texts. The findings of this study led the researcher to conclude that while Combined Print and New Literacies Online Comprehension Strategy Instruction increased online comprehension levels, further replications are necessary to fully determine the meaning and robust nature of this increase. It is hoped that the findings of this study will have implications for classroom practice by encouraging teachers to incorporate Online Comprehension Strategy Instruction into their daily literacy teaching.
Investigating communicative strategies in novice professional communities of practice: a comparative study of engineering and marketing meetings
(Mary Immaculate College, University of Limerick, 2013) Fahey Palma, Tania
This study is concerned with the linguistic analysis of a subcorpus of Engineering and Marketing meetings within the context of Authentic Workplace Projects. The study considers the context of Authentic Workplace Projects in higher education settings as providing university students with the opportunity to experience life as professionals in their fields. Considering this, the present study aims to determine how novice professionals develop professional communication skills through examining their use of language in interaction. A comparative analysis of communicative strategies in the Engineering and Marketing meetings is carried out in order to determine the role of key linguistic features in contributing to identity construction, rapport management, organisational culture and conflict negotiation. Previous studies on institutional and workplace interaction focus on the role of language and communication in professional contexts. Through adopting Wenger’s Community of Practice framework, this study analyses the language of two participant groups in order to ascertain the communicative practices employed in constructing novice professional communities of practice. As this study employs an institutional or workplace approach to the data, core areas of workplace communication are considered in the meetings of novice professionals in order to determine how interactional goals are achieved. Through conducting an analysis of the communicative strategies contributing to the development of core communication skills, this study aims to uncover how novice professional communities construct unique identities and establish cultural norms. This study employs a mixed method approach through the use of Corpus Linguistics, Conversation Analysis and Pragmatics as tools in the examination of linguistic features prevalent in workplace interactions. This includes the examination of pronouns, humour, topic and politeness strategies. The use of these specific linguistic features is considered crucial in underlining the different dynamics and power processes in work-based interaction. The results show that the use of communicative strategies varies in novice professional communities of practice. This is demonstrated in the different cultural norms and values in the shared repertoire of each participant group. The study highlights the dynamic use of language in interaction and demonstrates the effectiveness of communicative strategies in constructing group cohesion, leadership and professional identity.
Endeavouring to teach mathematical problem solving from a constructivist perspective: the experiences of primary teachers
(Mary Immaculate College, University of Limerick, 2009) O'Shea, John
The Irish primary mathematics curriculum is based upon a constructivist philosophy of learning. As constructivism is a theory of learning and not teaching, it requires teachers to identify the implications for teaching. This study describes the experiences of five primary teachers as they attempt to explore mathematical problem-solving from a constructivist perspective with primary school children in Ireland. The key question upon which the research is based is: to what extent will an understanding of constructivism and its implications for the classroom impact on teaching practices within the senior primary mathematical problem-solving classroom? Constructivist theory has evolved from early learner centred education initiatives but the impetus for the constructivist movement of the twentieth century can be attributed to Jean Piaget and Lev Vygotsky. Several perspectives on constructivism have evolved with the emergent perspective on constructivism being central to the Irish primary mathematics curriculum. Following the involvement of five primary teachers in a professional development initiative involving constructivism in the context of mathematical problem-solving, case study was employed to record the teachers’ experiences and the experiences of their students as they engaged in a constructivist approach to problem-solving in the classroom. These case studies reveal primary teachers’ interpretations of constructivist philosophy and the implications for teaching in a primary mathematics classroom. The study identifies effective strategies for exploring mathematical problems from a constructivist perspective. The study also illuminates the difficulties in making the transition from utilising traditional methods of teaching mathematics to employing those teaching strategies that reflect constructivist philosophy.
"Just say something and we can all argue then": community and identity in the workplace talk of English language teachers
(Mary Immaculate College, University of Limerick, 2009) Vaughan, Elaine Claire
This thesis addresses the professional talk of English language teachers. In doing so, it differs from the vast majority of the previous research by focussing on naturally occurring professional interaction outside the language classroom. Teacher meetings were recorded in two different settings: 1) the English department of a public university in México and 2) a private language school in Ireland. In all, approximately 3.5 hours of data, c. 40,000 words, were transcribed and analysed. The principal research question focuses on how the existence of community and identity can be linguistically codified. To address this question, the Communities of Practice (CoP) framework is operationalised. The tripartite CoP criteria, joint enterprise, mutual engagement and shared repertoire are used to provide an over-arching narrative for the quantitative findings generated by using corpus-based tools and the qualitative insights provided by exploring these findings in depth using discourse analytic methods, particularly conversation analysis (CA). Pragmatic analyses provide a further, crucial scaffold in the interpretation of the data. Analyses explore everyday language that has taken on specialised meaning within the community and how the professional knowledge encoded within it is representative of a vast and intricate shared repertoire. This repertoire is constructed, ratified, reified and continually re-negotiated through regular, mutual engagement in the joint enterprises of the community. The nexus of personal and professional identities, evidenced in the complexity of reference within you, we and the particular reference encoded in they, instantiate the construction of professional and community identity. Issues of power and solidarity are explored through the prism of politeness theory and the phenomenon of hedging. Humour and laughter are shown to provide a frame within which to vent frustrations, resist institutional strictures and even criticise students without compromising the teachers’ professional code.
Exploring the impact of lesson study on the theory-practice gap in pre-service teacher education
(Mary Immaculate College, University of Limerick, 2013) Carroll, Claire
Studies of initial teacher education have repeatedly revealed a disparity between the theory taught in teacher education programmes and the subsequent practice of these teachers in the classroom (Allen, Butler-Mader & Smith, 2010; Cheng, Cheng & Tang, 2010; Korthagen, 2010). Defined by Cheng et al (2010) as the “inconsistencies between the selection of the best teaching strategies and the most commonly employed teaching strategies” (p. 94), this concept of the theory-practice gap is not new. However, despite vigorous attempts of researchers to address this problem it remains a central issue in teacher education today. This study seeks to examine if a curriculum specialisation in mathematics education, based on the principles of Japanese lesson study, can support pre-service teachers in bridging the theory-practice gap. Qualitative data was collected from a variety of data sources including; pre-service teachers’ lesson plans, reflections and presentations, observation of lessons taught by the pre-service teachers and interviews with the pre-service teachers. Analysis of the data revealed that lesson study is indeed an effective approach in assisting the pre-service teachers to bridge the theory-practice gap. Through this classroom-based inquiry approach and with continuous guidance from the mentors (teacher educators teaching the course) the pre-service teachers began to judge the success of their lesson based on student learning. This new focus on student learning enabled them to make vast improvement in both their lesson planning and implementation. In their lesson planning they demonstrated a greater understanding of important components of the lesson, they began to critically examine the representations they chose to teach the mathematical content and they displayed a more knowledge-based anticipation of students’ responses. In practice they developed a confidence in their use of constructivist teaching approaches, they improved their questioning and collaboration skills and they began to reflect more openly and honestly on their lessons.
The Role of Sustained, On-Site Continuing Professional Development in the Promotion of a Whole-School Approach to Comprehension Strategy Instruction.
(Mary Immaculate College, University of Limerick, 2012) Bowe, Treasa
This study examines the extent to which a sustained, coherent, on-site professional development approach, incorporating a school-based facilitator, can support the staff of a large urban primary school in the implementation of a research-validated approach to comprehension instruction. Informed by international research on effective professional development, the study promotes a differentiated approach, incorporating modelled lessons, one-to-one consultations, reflective dialogue and the development of an authentic community of practice. This research also explores changes in teacher knowledge and practice as a result of this professional development and examines its impact on pupil learning and engagement. Qualitative in nature, this case study design explores the multiple perspectives of teachers, the principal and pupils across the first two years of the implementation process. Data gathered from questionnaires, semi-structured individual and group interviews, audio and video recording of lessons, in addition to researcher observations, was coded to facilitate the emergence of conceptual categories. The complexity of implementing school-wide initiatives is highlighted by the study, with time, multiple reform efforts and the withdrawal of pupils impacting on teachers’ ability and motivation to engage in educational reform efforts. The findings indicate that within a community of practice, teachers gradually assumed more control over their own learning, but that this is contingent on effective leadership and scaffolding from the facilitator. The study also suggests that modelled lessons and one-to-one consultations are integral features in developing an atmosphere of trust in which teachers are comfortable sharing concerns and anxieties. Teachers valued the explicit and structured nature of comprehension strategy instruction introduced, and a dialogic approach which emphasised the collaborative development of personal interpretation of text was observed in many classrooms. Teacher scaffolding was identified as an area in need of further support. The emergence of higher-order thinking skills was noted among all pupils, leading teachers to reconsider their perspectives of younger and weaker readers. Findings also indicate that through the use of Comprehension Process Motions, children in the infant classroom are capable of thinking strategically with minimal teacher prompting. In addition, increases in pupil engagement and perceptions of themselves as readers were noted. In conclusion, the findings of this study reinforce the need for sustained, inschool support through the medium of informed, on-site facilitation in the development of a collaborative approach to the implementation of new initiatives. The development of active and engaged readers of all ages and the emergence of higher-order thinking skills emphasise the need for a whole-school approach to comprehension instruction.

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