Rose Report Research Articles

A Delphi study exploring the barriers to dyslexia diagnosis and support: A parent's perspective.

The Rose Report (Rose, Independent review of the primary curriculum (England); 2009) outlined a set of recommendations for the management of dyslexia in the United Kingdom after a range of issues were found. Despite these recommendations, recent reports indicate that issues are still prevalent in the diagnosis process and support offered for dyslexic children. The Delphi method was employed to gain parental consensus as to the most significant barriers to diagnosis and delivery of support for children with dyslexia, as well as solutions to overcoming these barriers. Parents of primary school children with dyslexia were recruited for the study and were presented with a three round iterative questionnaire surrounding their experience of their child's dyslexia management. Parents' experiences of their child's diagnosis were explored to provide a first-hand account of the diagnosis procedure. Two overarching issues were identified: parents perceive that teachers have a lack of training around dyslexia, both initially and from continued professional development, and parents believe there is insufficient funding for dyslexia in schools and local authorities. Overall, the study indicated that better guidance is needed to ensure that reform and spending leads to tangible change in the identification of dyslexia and provision of support for children with dyslexia in primary education in the United Kingdom.

Beyond the broom cupboard: teaching assistants’ reflections upon the wider impact of their specialist dyslexia training

Whilst the government-commissioned Rose Report (2009) on provision and support for dyslexic learners in England called for the deployment of more specialist dyslexia teachers in mainstream schools, the reality seems to be that the job of teaching literacy to children with dyslexia is falling to teaching assistants (TAs). As a result, specialist training courses for TAs have been developed in England. Using the Coldwell and Simkins Training Impact Framework, the present study examines TAs participants’ perceptions of the impact of two such local authority-based training programmes, not just in terms of the impact upon their individual practice, but also in terms of their perceptions of the wider impact of their status as a trained ‘expert’ upon their schools’ policies, culture and practice. ‘Enabling’ and ‘blocking’ factors influencing this wider impact are identified, and implications for the deployment of specialist TAs and the design of their training courses are discussed.

Framing the Future: Exploring Inter-Professional Education and Practice in an Undergraduate Course

Framing the Future: Exploring Inter-Professional Education and Practice in an Undergraduate Course

Strong leadership needed to ensure NHS makes savings.

LEADERSHIP AND management in the NHS have been put at the centre of government plans for the health service during this parliament.

A history of undergraduate education for public health: from behind the scenes to center stage.

Education for Public Health traces its roots to the Welch–Rose report of 1915. The Welch–Rose report defined education for public health as applied graduate education primarily for professionals such as physicians, nurses, and engineers who needed academic education and the latest research to help them take on leadership roles in governmental public health (1). The graduate and research focus of academic public health dominated the landscape for the better part of the twentieth century. Yet behind the scenes, changes were occurring that have led in the twenty-first century to new approaches to undergraduate public health education. The Society for Public Health Education (SOPHE) was founded in 1950. As was the practice of the era, membership required a graduate degree. A decade later, SOPHE began admitting members with an undergraduate degree and practice experience (2). Undergraduate programs supported by SOPHE have included community health and school health. The emergence of environmental health as a distinct field led to the development of environmental health programs at the bachelor’s degree level with a strong science emphasis. In 1967, the National Environmental Health Science & Protection Accreditation Council (EHAC) was established. East Tennessee State’s undergraduate environmental health program became the first accredited undergraduate program (3). When the Association of University Programs in Health Administration (AUPHA) was founded in the late 1940s, graduate degree programs formed the basis of eligibility for membership. Undergraduate programs were gradually added. By the late part of the century, AUPHA was offering a certification process for undergraduate health administration programs (4). During the last half of the twentieth century, undergraduate programs in public health and related fields were developed that either did not qualify for membership in SOPHE, EHAC, or AUPHA, or chose not to pursue such membership. According to the Association of Schools and Programs of Public Health (ASPPH), by 1992, there were 45 institutions that were offering one or more undergraduate degrees in a public health related field. By 2000, this number had risen to 76 (5). These early efforts to develop specialty degrees for undergraduates not only survived but have grown over the years. At the turn of the twenty-first century, they represented the major source of undergraduate education for public health.

The narrowing of literacy

Abstract A succinct history of the rise of synthetic phonics and the fall of literacy, from the late 1970s to 2012 in the UK. Includes discussion on how government reports, from the 1975 Bullock Report to the 2009 Rose Report, contributed to the ascendance of phonics as the only legislated method of reading instruction.

Is there a place for dyslexia in educational psychology practice?

This article compares the DECP Report with the influential Rose Report on dyslexia published some 10 years later. We argue that the working definitions adopted by the reports are similar – the only important difference is the notion of a continuum introduced explicitly in the Rose Report. We discuss implications for EP practice particularly in relation to current developments in the field. The continuum implies that the distinction between ‘dyslexia’ and ‘not dyslexia’ is blurred. Becoming more relaxed about the use of the word ‘dyslexia’ can have many positive outcomes but there are also hazards.

A Monstrous Regimen of Synthetic Phonics: Fantasies of Research-Based Teaching ‘Methods’ Versus Real Teaching

In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component ‘skills’ of reading, an assumption vigorously contested in this paper, it does not follow that it can or should be taught explicitly and independently of reading for meaning. Imposing such a ‘method’ is, at a deep level, incompatible with teachers acting as teachers and potentially constitutes a kind of abuse of early readers. Moreover, because of the conceptual difficulties confronting any attempt to specify synthetic phonics as an approach, there cannot exist, in principle, empirical research that actually supports its value. Current policy in England since the Rose Report, at least, assumes the opposite. All this cannot be dismissed as a little local difficulty for England concerning the teaching of reading English with all its spelling irregularities: there are broader implications for the relationship between research and teaching, together with continuing tendencies to impose ‘teacher proof’ approaches on schools and their staff in many countries.

Areas of learning

This article examines the recommendations made by the Independent Review of the Primary Curriculum (the Rose Report in 2009) that the curriculum should be organised into areas of learning. The implications for teachers are considered. By drawing upon past experience some major weaknesses and strengths implicit in the approach are identified and suggestions for future practice outlined.

Rose and primary English: are the shackles really off?

This article offers a critical appraisal of some of the Rose Report's recommendations for the primary English curriculum. It is divided into two parts. The first discusses the strengths and weaknesses of the recommendations whilst raising questions about their potential to bring about urgently needed curriculum renewal. The second is a reflective study of a short, intensive teaching programme recently conducted with a Year 6 class which used a children's story to improve writing performance. Dramatic activities and a progressive model for questioning texts made use of pedagogical strategies which were designed to engage children's enjoyment and motivation whilst also ensuring that developmental gains were made in spoken language, thinking and writing. The head teacher who initiated the project had already embarked on a series of new approaches to the curriculum which happened to coincide with Rose's recommendations to make greater use of spoken language and drama in reading and writing development. It is suggested that such approaches can make a strong impact upon children's learning across several areas. However, what is left unresolved is the question of whether high stakes testing and literacy prescriptions will continue to inhibit the real potential which exists for curriculum change.

A pleasurable path to literacy: Can Steiner contribute to the literacy debate?

Although the recent publication of the Rose Report appears to draw a line in the sand that privileges synthetic phonics over other methods in the UK, history indicates a pendulum swing of preference between whole-word and phonics since the advent of mass education. Suggesting that the current `victory' for exponents of synthetic phonics is merely a temporary cessation of hostilities in long-standing `Reading Wars', this article introduces the idea that Steiner Waldorf teaching has, for generations, offered an approach to literacy that has consistently encompassed both phonics and `whole-word' teaching, combining this with a traditional `spelling' method. It outlines an approach in which emergent writing derived from speaking and listening provides an essentially meaningful initial activity for young children, offering them a pleasurable and easy pathway to reading and literacy. The article looks at innovative interpretations of Steiner's original indications regarding the teaching of writing and reading and recommends systematic research into existing practice in Steiner Schools.

Responses to Wyse and Styles' article, “Synthetic phonics and the teaching of reading: the debate surrounding England's ‘Rose Report’” (Literacy, 41, 1, April 2007)

LiteracyVolume 41, Issue 3 p. 169-170 Responses to Wyse and Styles' article, “Synthetic phonics and the teaching of reading: the debate surrounding England's ‘Rose Report’” (Literacy, 41, 1, April 2007) The importance of historical accuracy Margaret Cook, Margaret CookSearch for more papers by this authorAlison Littlefair, Alison LittlefairSearch for more papers by this authorGreg Brooks, Greg BrooksSearch for more papers by this author Margaret Cook, Margaret CookSearch for more papers by this authorAlison Littlefair, Alison LittlefairSearch for more papers by this authorGreg Brooks, Greg BrooksSearch for more papers by this author First published: 02 November 2007 https://doi.org/10.1111/j.1467-9345.2007.00472.xCitations: 3Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume41, Issue3November 2007Pages 169-170 RelatedInformation

Synthetic phonics and the teaching of reading: the debate surrounding England's ‘Rose Report’

AbstractThe Rose Report, commissioned by the Secretary of State for Education for England, recommended in March 2006 that early reading instruction must include synthetic phonics. This paper evaluates the extent to which research evidence supports this recommendation. In particular, a review of international research into the teaching of early reading shows that the Rose Report's main recommendation on synthetic phonics contradicts the powerful body of evidence accumulated over the last 30 years. In this paper it is argued that action already taken by the UK government to change the National Curriculum in line with the Rose Report's recommendations represents a change in pedagogy not justified by research.

Reading with Rose-tinted spectacles

Learning to read became headline news with the issue of the Rose Report earlier this year, but as Sally Featherstone explains, Jim Rose's will not be the last word on this controversial subject.

Letters

As an early years specialist I am dismayed by the Rose report on early reading.

The fuh-ss over phonics

Debbie Hepplewhite urges teachers to embrace the messages from the Rose Report and explains what adjustments schools need to make to fulfil the recommendations

Montenegro as perceived by a British diplomat: The Hugh Rose's report of 1852.

The following article deals with the image of Montenegro, a little country from the south-east European periphery, as perceived by a member of the nineteenth century British political elite. The history of this petty entity, less populated than an average English city, became especially important on the eve of the Holly Places Crises (of Palestine, 1853). A single dispute over the Montenegro-Ottoman border threatened to turn into European war, just a year before the Crimean War commenced. In regard the Montenegrin question, the always sensitive European "balance of power" was upset with the appearance of the unexpected alliance between Russia and Austria. The unique interest of the British Empire then started, for a short period of time, to be tied in with this almost unknown principality. The attitude of British diplomacy to Montenegro, image of the principality reconstructed in the Colonel Hugh Rose's report and its sources, could contribute not only to the advance the history of British foreign relations, but also to the development of the history of Montenegro.

Carcinoma in a Transplanted Nipple

<i>To the Editor</i>.—Several things disturb me about Dr Rose's report of carcinoma in a transplanted nipple (Archives1980;115:1131-1132). First, Dr Rose stated that nothing serves as well for nipple reconstruction as the original nipple. This is absolutely not true since, in transferring the nipple twice, it becomes scarred and depigmented, often losing its original appearance. This is borne out by the photograph in Dr Rose's article. Second, Dr Rose asserts that, at the time of the original mastectomy, the nipple is often transplanted to the skin of the thigh, where it is later available for reconstruction. In my experience, it is not often transplanted, and when it is, the thigh is not the best place since the resultant scar may be quite noticeable. Third, the nipple should not have been transplanted in this case since the tumor was too large and the lymph nodes were involved. The patient should

The New French Nationality Law

Thread to guide them through the labyrinthine passages of the British Nationality Acts. The Rose Report proposed some farreaching changes in the present U.K. citizenship rules 2 and the Home Secretary has instituted a study of the British nationality system with a view to securing its reform.3 In these circumstances English lawyers will regard with particular interest the nationality laws recently introduced elsewhere in Western Europe.4 Foremost among the latter is the French Law of January 9, 1973.5 The new French Law represents an attempt to overhaul, consolidate and simplify the entire Code of French Nationality. The draftsman has taken into account the proposals submitted by a distinguished Commission chaired by Professor Batiffol, but he has

The industrial marketing manager and the changing pattern of management education

Mrs. Kay Ball writes in this article about the changing pattern of management education, in the United Kingdom, over the last decade. In particular she discusses the impact, and crossfertilization, that has taken place between Industry and the new Centres of Management Education. British Management Education is expected, by Mrs. Ball, to enter “the more bracing air of the 1970's, critical of past methods but with ideas as to new directions to be explored”. Pragmatic readers, perhaps suffering indigestion from an over-rich diet of new management techniques dished out at some Business Schools, will be pleased to read of the emphasis Mrs. Ball puts on in-company training. Mrs. Ball is also the co-author of a report on “Management Education; a Study of Resources”, commissioned by the National Economic Development Office (NEDO), to be published by HMSO. Our readers may, therefore, be forgiven for making inferences, from this IMM article, about the content of the NEDO successor to the Rose Report on “Management Education in the 1970's” and speculating on possible changes in the pattern of management education and the impact of such change on industrial marketing.