Learning support assistants and effective reading interventions for 'at-risk' children

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What were the aims of the study?

The researchers designed the study to test two questions related to literacy teaching in the first year of primary school. They wanted to find out:

whether briefly trained LSAs were able to work with young children who had poor literacy skills to substantially improve their performance in decoding, knowledge of letters and sounds, and awareness of words that rhyme; and
whether there was a difference in effectiveness between rhyme-based or phoneme-based programmes, or whether a mixture of the two was of more benefit.

The researchers designed the research in such a way that, if there were lessons for the deployment of LSAs in general, schools would be able to replicate the procedures in the study with existing resources.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Does Learning Support Assistant training improve literacy? Were there any differences in the effectiveness between phoneme-based, rhyme-based, and mixed programmes? What were the aims of the study? How were the children selected to take part in the study? How did the authors set up lessons to identify the best literacy strategy? 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 Learning support assistants and effective reading interventions for 'at-risk' children This digest found in Teaching Assistants English Send to a friend Word doc 90KB Printer friendly Collate for later What were the aims of the study? The researchers designed the study to test two questions related to literacy teaching in the first year of primary school. They wanted to find out: whether briefly trained LSAs were able to work with young children who had poor literacy skills to substantially improve their performance in decoding, knowledge of letters and sounds, and awareness of words that rhyme; and whether there was a difference in effectiveness between rhyme-based or phoneme-based programmes, or whether a mixture of the two was of more benefit. The researchers designed the research in such a way that, if there were lessons for the deployment of LSAs in general, schools would be able to replicate the procedures in the study with existing resources.