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

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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.

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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 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.