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

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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?

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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 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?