Full version

Evaluation of an initiative to raise reading attainment in Key Stage One national tests

Introduction

Authors

Publisher

Can booster groups for borderline pupils improve reading attainment at Key Stage 1?
In recent years central government has aimed to raise educational achievement, measured by national tests, in English, maths and science for pupils aged 7, 11 and 14.  One specific aim was to ensure that 85% of pupils reach level 4 plus in English at the end of Key Stage 2.  The literacy intervention in this large scale study aimed for at least 50% of pupils involved to reach level 2 at the end of Key Stage 1 and in turn increase the likelihood that pupils would reach level 4 at the end of Key Stage 2.

This study evaluated the effects of a five day training course that aimed to:

• increase teachers’ skills in teaching reading; and
• improve national test results so that at least 50% of pupils who had been forecast to fail to reach level 2 would be able to reach or exceed it with appropriate support.

The study provided evidence that withdrawing selected pupils for additional instruction in small groups had a positive effect on their progress and over 95% of the teachers involved each year reported it as successful in raising attainment and boosting confidence in the pupils as readers.

This large scale study involved 3539 pupils taken from 142 schools over a period of three years. 

Keywords:
United Kingdom; Key Stage 1; Key Stage 2; Teachers; Teaching assistants; Literacy; Reading; Phonological awareness; Assessment; Key Stage tests; Professional development

What were the effects of additional support on borderline pupils?

The study found that of the 3539 pupils, from the 142 participating schools, who were initially judged unlikely to achieve a level 2 in Key Stage 1 national tests and who therefore received additional support:

• 75-80% gained a level 2 or above in each of the three years that the study took place;
• more than 40% reached a level 2b or above; and 
• there were similar numbers of boys and girls reaching 2b or above, compared with groups not receiving support where the proportion of boys reaching this level or above was 10% lower than the girls.

The researchers found that, when compared with a control group of similar pupils who had not been part of the programme, pupils who had been taught using the intervention programme:

• spent more time reading to themselves, another child or a small group than drawing, colouring and playing; and
• were four months ahead in terms of reading skills.

The teachers involved in this study valued the opportunity to teach small, focused groups of similar ability pupils in a relatively relaxed atmosphere.  They felt that these sessions provided more time for listening to pupils read and make sense, rather than focusing solely on the mechanics of reading.  They reported that they continued to put some elements of the course, including work on phonics and reading comprehension, into practice after the end of the programme.  Teachers felt that they had increased their knowledge and that the pupils’ confidence and enjoyment had greatly increased.

Back to top^

What was involved in the literacy initiative?

The initiative was designed to complement the national literacy strategy and was based on the knowledge and experience of the reading processes.  It included:

• direct interactive teaching of groups of 6-8 targeted pupils for, on average, three 45 minute sessions;
• a fast paced, structured curriculum involving well-planned, short stimulating and multisensory activities that emphasised enjoyment;
• the teaching of systematic phonics through the use of turn-taking games, word families, spelling patterns, and consolidation of word recognition using supplementary texts; 
• a combination of shared and paired reading and writing with emphasis on expression and its relationship to meaning; and
• encouraging pupils to talk about the pictures in relation to the text and to relate texts to real life experiences.

As the study progressed, researchers found that teaching assistants were increasingly used to deliver additional support, due to a reduction in the budget for this project.  These teaching assistants did not receive specific training but learnt through an apprenticeship model by working with the class teacher.  The researchers found that when pupils were taught by the teaching assistants:

• there was little change in the structure or content of the lessons apart from more frequent phonic work; and 
• their national test results were similar to those gained when teachers taught them.

The increase in the amount of phonic work taking place coincided with circulation of the document ‘progression in phonics’ to all primary schools.

Back to top^

How were the staff trained to carry out the literacy initiative?

The literacy initiative involved five one-day training courses which were held once a week over five weeks during the Autumn term. Teachers, literacy co-ordinators and support teachers were trained to deliver the literacy initiative in their own schools.  Training involved formal presentations, opportunities for group work and discussion between participants. Each weekly session focused on different aspects of reading and writing:

• Week 1 included an introduction and explanation of the initiative which focused on phonological awareness.
• Week 2 focused on testing, assessment, and recording in reading, equal opportunities and English as an additional language.
• Week 3 focused on reading and writing fiction and poetry and story telling in early reading.
• Week 4 focused on directed activities related to texts and comprehension, using writing frames and reading and writing non fiction.
• Week 5 focused on involving parents in reading, using libraries and developing literacy through the use of drama.
  

Back to top^

Which aspects of the initiative did teachers consider most useful in supporting progress?

The teachers considered the most useful aspects of the literacy initiative to be that:

• working in smaller groups of similar ability levels allowed pupils to develop their confidence to tackle some of the activities they found more difficult;
• high quality uninterrupted teaching time was available;
• the group work provided opportunities for individual reading and for pupils to enjoy texts and relate them to their lives;
• a fun element was introduced into activities that engaged all pupils, especially the less motivated;
• individual word activities were widely used and considered very useful, e.g. phonics, rhyming activities, word building, learning sight vocabulary

The researchers offer one example of how drama was used as part of the literacy initiative to enrich pupils’ language and reinforce particular teaching points, e.g. the use of rhyme.  The pupils involved:

• made finger puppets for a play they created;
• made cardboard hats with letters and took turns to move them around to make three or four letter words; and
• created percussion music to make tunes for letters and words so that they could be sung. 

Back to top^

How was the study designed?

The LEA joined forces with the training and enterprise council to fund ‘literacy initiative’ advisory and support teachers who provided training in teacher literacy to Year 2 teachers, literacy coordinators and support teachers. 

142 schools took part in the initiative with 88 schools participating for all three years.  Over 1000 pupils took part in each year, with 3539 over the full three years.

Evidence was collected through the use of:

• two questionnaires administered to teachers in the first year of the programme on the course; 
• teacher questionnaires in each of the three years of the course about group organisation and what teachers considered to be the most useful practices;
• lesson observations in ten to twelve schools each year;
• review of lesson plans and records kept by teachers on their literacy lessons; and
• details of the selected pupils’ progress through the year, as measured by teacher assessments of NC levels.

Back to top^

What are the implications?

• This study discusses how schools used booster groups to help borderline pupils improve their reading skills.  Using the resources available within your school could you extend the support groups you offer to include additional groups, for example, for pupils with special educational needs? 
• What CPD opportunities do you offer to the teaching assistants in your school? Are they involved in CPD courses with the teachers or do you follow an apprenticeship model in which they learn from the teachers?  Could you extend any apprenticeship opportunities to involve TAs in formal training programs or run specific training programs for TAs?
• The literacy initiative in this study involved a fast paced structured curriculum and short, stimulating and multisensory activities.  Could you meet with other teachers and teaching assistants to develop these types of activities further to enrich pupils’ understanding and use of language?

Back to top^

Where can I find out more?

Other digests that are available on literacy instruction in primary schools are:
Literacy Instruction, SES (socio-economic status) and Word-reading Achievement in English-Language Learners and Children with English as a First Language: A Longitudinal Study http://www.standards.dfes.gov.uk/research
/themes/literacy/literacyinstruction/    

Pedagogical Dilemmas in the National Literacy Strategy: primary teachers' perceptions, reflections and classroom behaviour. http://www.standards.dfes.gov.uk/research
/themes/literacy/TueOct151710182002/ 

An interactive research summary on the GTC Research of the Month website provide significant detail about the literacy hour:

Inside the literacy hour http://www.gtce.org.uk/PolicyAndResearch
/research/ROMtopics/literacy1/

Another summary on the GTC ROM website provides detail about the role of teaching assistants in primary schools.
What difference do teaching assistants make to teaching and learning in primary schools? http://www.gtce.org.uk/PolicyAndResearch
/research/ROMtopics/ROMimpact/

Back to top^