Meeting Diverse Needs in the Classroom: The Barking Reading Project
The Barking Reading Project was launched in 1975 by the School Psychological Service in Barking and Dagenham, an industrial suburb on the Eastern outskirts of London with some 30,000 school age children. The aim was the deceptively simple one of providing individualized help in reading and literacy for those children who need it, and of assisting class teachers with the organizational framework, skills and material resources necessary to achieve this aim. In the eight years the Project has been in existence there have been average gains of some twenty months in reading ages in the children in each year. From what started as a local initiative to meet local needs, the Project has received government funding since 1980 and is now managed at University College, London. Each year there have been new developments and following the government funded research at University College a final revision of texts and materials is now available.
KeywordsReading Difficulty Class Teacher Specialist Teacher Local Education Authority Reading Failure
Unable to display preview. Download preview PDF.
- Barking School Psychological Service (1982). The Barking Reading Project. Barking: Barking Local Education Authority.Google Scholar
- Buckley, M., Daly, B., & Trickey, G. (1978). Barking at Bullock-Reading screening: Barking’s integrated approach. In E. Hunter-Grundin, & H. V. Grundin (Eds.), Implementing the Bullock Report (pp. 145–153). London: Ward Lock Educational.Google Scholar
- Crispin, L., & Trickey, G. (1982). A reading project in Barking. Special Education: Forward Trends, 9, 6–9.Google Scholar
- Department of Education and Science (1975). A language for life. (The Bullock Report). London: Her Majesty’s Stationery Office.Google Scholar
- Kosky, R., & Trickey, G. (1983). Organising for diversity. Remedial Education N.A.R.E., 18, 53–58.Google Scholar
- Trickey, G., & Daly, B. (1979). The Barking Project. In M. St. J. Raggett, C. Tutt, & P. Raggett (Eds.), Assessment and testing of reading problems (pp. 145–155). London: Ward Lock Educational.Google Scholar