By Rhona Stainthorp; Diana Hughes
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Extra resources for Learning From Children Who Read at an Early Age
58. 5-year-olds for the compositional writing. At the end of the project each child was given a semi-structured interview about his or her attitudes to reading and writing. In addition to direct data collected from the children, we interviewed the teachers and the parents each year. 30 THE PROJECT In order to make for ease of reading we have given each child a pseudonym. Each of the children in the YER group has been given a name with at least two syllables. Each paired child in the NER group has been given a name with a single syllable.
Electronic engineering did not feature as a significant element in the backgrounds of these fathers. Of the fathers in this group one had left school without any qualifications; one had left after CSEs and one had left after O levels; seven had at least a first degree, one also had a PhD; two had an HND and one had taken professional qualifications. Half of the mothers of this group were not in paid employment. Of those who were, one was a teacher; one was a radiographer; one was a compliance officer; one was a research pharmacologist; one was a cashier; one was a parttime shop assistant; and one was a part-time technical writer.
Her mother felt that Florence’s lack of good physical co-ordination accounted for the fact that before starting nursery school she could spell common words by saying the letters, but would not attempt to write them. Her situation was made worse by having an operation on a broken arm which she could not use for two months. However, a few months before the questionnaire was completed, she had decided that she could write, and she sat down and wrote the full alphabet. She was beginning to write sentences and her own birthday cards to relatives and friends.