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

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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.

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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 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.