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

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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.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the effects of additional support on borderline pupils? What was involved in the literacy initiative? How were the staff trained to carry out the literacy initiative? Which aspects of the initiative did teachers consider most useful in supporting progress? How was the study designed? What are the implications? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Evaluation of an initiative to raise reading attainment in Key Stage One national tests This digest found in English Send to a friend Word doc 80KB Printer friendly Collate for later 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.