AN INCLUSIVE APPROACH IN THE TEACHING OF IRISH READING IN SENIOR PRIMARY CLASSES IN AN IMMERSION SCHOOL.

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Bibliographic Details
Title:	AN INCLUSIVE APPROACH IN THE TEACHING OF IRISH READING IN SENIOR PRIMARY CLASSES IN AN IMMERSION SCHOOL.
Alternate Title:	CUR CHUIGE IONCHUIMSITHEACH I DTEAGASC NA LÉITHEOIREACHTA GAEILGE SNA HARDRANGANNA BUNSCOILE I SCOIL TUMOIDEACHAIS.
Authors:	dE BRÚN, JACQUELINE¹ jacqueline.debrun@dcu.ie
Source:	Reach. Spring2025, Vol. 38 Issue 1, p44-50. 14p.
Subject Terms:	Inclusive education, Immersion method (Language teaching)
Abstract:	In immersion settings in Ireland, most pupils are immersed in a language that is generally not their home language. In the senior classes, Irish and English reading is practised. But we have very little information on how children in immersion education read in Irish, in both languages, or on the skills and strategies they use when reading. There is a lack of guidance and research on the most effective way to promote dual literacy, or to meet the different needs of children across two languages. In order to promote inclusive practice, this knowledge is urgently needed. This study uses formative assessments, research articles and new reading material to encourage teachers to reflect on current practice. Focused reading groups are explored as a possibility to meet diverse needs and support teachers to build on their inclusive strategies with 9–11-year-olds. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In immersion settings in Ireland, most pupils are immersed in a language that is generally not their home language. In the senior classes, Irish and English reading is practised. But we have very little information on how children in immersion education read in Irish, in both languages, or on the skills and strategies they use when reading. There is a lack of guidance and research on the most effective way to promote dual literacy, or to meet the different needs of children across two languages. In order to promote inclusive practice, this knowledge is urgently needed. This study uses formative assessments, research articles and new reading material to encourage teachers to reflect on current practice. Focused reading groups are explored as a possibility to meet diverse needs and support teachers to build on their inclusive strategies with 9–11-year-olds. [ABSTRACT FROM AUTHOR]
ISSN:	07908695