Lead by Peter Hart
Among british kids, 27% do not manage to reach the reading level exepected by the end of primary school in 2019. Students enter middle-school with comprehension skills below what they had at the end of primary school.
This research project reflects on the possibility of board games to support the development of inference skills for students both at school and at home. With a custom made case study with mixed methods and a participative approach, two cooperative deduction games will be tested by students, pedagogical assistants and families during 12 weeks.
Observation and languages samples will be recorded for speech analysis. Discussion groups will be set up with students and pedagogical assistants and interviews with teachers along with an evening of consultation with the families.
Project Leader
Peter Hart has been working at the Leeds School of Education since 2016. Before, he worked at the School of social sciences at the University of Durham where he got his PhD on ethical questions in young people work. He also worked for some time at the University of Tampere in Finland as part of the “Political presence as a right for citizens : political presence as a right for children”. He currently focuses his research on inclusivity for kids and youth with interest for save and participation of youth, critical approach of character education and reading. Among recent projects lead at Leeds are ICKLE, REACH Primary and Narnian Virtues.
Research Organization
University of Leeds