Reading Audit Research Hub Oracy
Find reports and links to best-practice in relation to oracy below:
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Oracy in English Teaching
Wilkinson, Andrew. “Oracy in English Teaching.” Elementary English, vol. 45, no. 6, National Council of Teachers of English, 1968, pp. 743–47, http://www.jstor.org/stable/41386406.
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Constructive Talk in Challenging Classrooms
Constructive Talk in Challenging Classrooms gives the practising teacher advice on how to make learning fun through the use of ‘talk’ and collaborative group work. Using clear examples, tried and tested in some of the most challenging classrooms in inner city schools, the book offers practical and honest advice on both the difficulties and rewards that can be gained when employing all forms of talk-based teaching in the classroom.
Coultas, V. (2006). Constructive Talk in Challenging Classrooms: Strategies for Behaviour Management and Talk-Based Tasks (1st ed.). Routledge. https://doi.org/10.4324/9780203967416
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Improving Literacy in Key Stage 1: Eight recommendations to support the literacy of 5 – 7 year-olds
This report is part of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pupils between the ages of 5 and 7 in Key Stage 1. However, it may also be applicable to older pupils who have fallen behind their peers, or younger pupils who are making rapid progress. Separate reports cover recommendations for effective approaches for improving literacy in Key Stage 2 (ages 7 – 11 years), supporting language and literacy development in the early years (ages 3 – 5 years), and improving literacy in secondary schools. This second edition presents the same recommendations as the first, but offers additional examples, explanations and resources to provide direct paths of action from the evidence-based guidance to classroom practice. The recommendations represent ‘lever points’ where there is useful evidence about language and literacy teaching that schools can use to make a significant difference to pupils’ learning.Improving Literacy in KS1 – Education Endowment Foundation, 2020 https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1. Last accessed November 2021.
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Improving Literacy in Key Stage 2: Seven recommendations to improve literacy teaching for 7 – 11 year-olds.
This report offers seven practical evidence-based recommendations — that are relevant to all pupils, but particularly to those struggling with their literacy. To develop the recommendations we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This report is part of a series providing guidance on literacy teaching. It builds on the recommendations presented in our Improving Literacy in Key Stage One report, but is specific to the needs of pupils at Key Stage 2. At Key Stage 2, pupils are consolidating their literacy skills, building their vocabulary and developing their fluency and confidence as speakers, writers and readers of language. While many of the strategies and examples presented in this report are similar to those in the Key Stage 1 guidance report, they are often more complex and multi-staged, reflecting the increasing depth and breadth of pupils’ knowledge and skills. Pupils will be using strategies with increasing independence and sophistication, and will increasingly be able to combine them.Improving Literacy in KS2 – Education Endowment Foundation, 2017 https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks2. Last accessed November 2021.
