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

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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.

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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 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.