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Literacy development in foster placement: Taking care with literacy. / Barbara Verna O'Grady

Swansea University Author: Barbara Verna O'Grady

Abstract

This research is concerned with investigating literacy development in the foster placement and the role and contribution of the foster carer in that development. Historical research shows the family (and that includes the foster family), as providing the literacy foundations for future academic succ...

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Published: 2006
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
URI: https://cronfa.swan.ac.uk/Record/cronfa42748
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first_indexed 2018-08-02T18:55:27Z
last_indexed 2018-08-03T10:10:59Z
id cronfa42748
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spelling 2018-08-02T16:24:30.3361968 v2 42748 2018-08-02 Literacy development in foster placement: Taking care with literacy. abffac9000ad52c971fe7c4062280c45 NULL Barbara Verna O'Grady Barbara Verna O'Grady true true 2018-08-02 This research is concerned with investigating literacy development in the foster placement and the role and contribution of the foster carer in that development. Historical research shows the family (and that includes the foster family), as providing the literacy foundations for future academic success in school. Many studies have shown that Looked After children fare poorly in mainstream education, so our understanding of the literacy practices within the foster placement needs now to be advanced. This investigation presents the findings of a survey and structured and unstructured interviews, which were identified as the most appropriate methodologies to fulfil the research objectives. The questionnaire design elicited the degree of literacy awareness and activity in the foster placement, followed by interview schedules that allowed deeper meanings to be assigned to the more measured survey results. As the research area is a newly developing field a grounded theory approach was employed. The results of this research offer indications that literacy development within the foster placement is taking place, and explanations are offered about the way foster carers are instrumental in equipping Looked After children with 'literacy life skills'. Foster carers do feel a responsibility towards developing literacy in the home and provide a range of literacy-based opportunities, yet a more thorough, appropriate training would raise a heightened awareness in foster carers of what more they could do to utilise more flilly the materials they provide, and at the same time, develop their own literacy needs and confidence in supporting literacy development in the foster placement. Institutional weaknesses also prevent fiarther development in this area. The implications of this research mean that developing literacy in foster placement will only become common practice when the pivotal role of the foster carers in raising educational achievement (both for themselves and their Looked After children) is acknowledged by all, when resources to make it possible are in place, and when foster carers are suitably trained. E-Thesis Individual &amp; family studies.;Reading instruction. 31 12 2006 2006-12-31 COLLEGE NANME Public Health and Policy Studies COLLEGE CODE Swansea University Doctoral Ph.D 2018-08-02T16:24:30.3361968 2018-08-02T16:24:30.3361968 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Public Health Barbara Verna O'Grady NULL 1 0042748-02082018162518.pdf 10807517.pdf 2018-08-02T16:25:18.8670000 Output 10126110 application/pdf E-Thesis true 2018-08-02T16:25:18.8670000 false
title Literacy development in foster placement: Taking care with literacy.
spellingShingle Literacy development in foster placement: Taking care with literacy.
Barbara Verna O'Grady
title_short Literacy development in foster placement: Taking care with literacy.
title_full Literacy development in foster placement: Taking care with literacy.
title_fullStr Literacy development in foster placement: Taking care with literacy.
title_full_unstemmed Literacy development in foster placement: Taking care with literacy.
title_sort Literacy development in foster placement: Taking care with literacy.
author_id_str_mv abffac9000ad52c971fe7c4062280c45
author_id_fullname_str_mv abffac9000ad52c971fe7c4062280c45_***_Barbara Verna O'Grady
author Barbara Verna O'Grady
author2 Barbara Verna O'Grady
format E-Thesis
publishDate 2006
institution Swansea University
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Public Health{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Public Health
document_store_str 1
active_str 0
description This research is concerned with investigating literacy development in the foster placement and the role and contribution of the foster carer in that development. Historical research shows the family (and that includes the foster family), as providing the literacy foundations for future academic success in school. Many studies have shown that Looked After children fare poorly in mainstream education, so our understanding of the literacy practices within the foster placement needs now to be advanced. This investigation presents the findings of a survey and structured and unstructured interviews, which were identified as the most appropriate methodologies to fulfil the research objectives. The questionnaire design elicited the degree of literacy awareness and activity in the foster placement, followed by interview schedules that allowed deeper meanings to be assigned to the more measured survey results. As the research area is a newly developing field a grounded theory approach was employed. The results of this research offer indications that literacy development within the foster placement is taking place, and explanations are offered about the way foster carers are instrumental in equipping Looked After children with 'literacy life skills'. Foster carers do feel a responsibility towards developing literacy in the home and provide a range of literacy-based opportunities, yet a more thorough, appropriate training would raise a heightened awareness in foster carers of what more they could do to utilise more flilly the materials they provide, and at the same time, develop their own literacy needs and confidence in supporting literacy development in the foster placement. Institutional weaknesses also prevent fiarther development in this area. The implications of this research mean that developing literacy in foster placement will only become common practice when the pivotal role of the foster carers in raising educational achievement (both for themselves and their Looked After children) is acknowledged by all, when resources to make it possible are in place, and when foster carers are suitably trained.
published_date 2006-12-31T03:53:34Z
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score 11.012924

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