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What was planned?

The 'ReadAlong' initiative aims to improve reading skills through the supported use of books and audio-tapes for students with literacy difficulties (defined as a reading age of less than 9.0).  
 
What was done and when?

Approximately 75 students are involved in ReadAlong at any one time.  About two thirds are in Year 7; others are in years 8-11.  'ReadAlong' activities take place during withdrawal from lessons with teachers, at lunchtimes and after school; books and tapes can also be taken home to use with parents.  
 
Each student in 'ReadAlong' is given a booklet to take home; a letter is sent to invite each parent or carer of 'ReadAlong' students to meet Learning Support Staff.  A booklet produced by the Learning Support Department gives advice to all staff on relating the lessons learnt through ReadAlong to teaching and learning approaches generally.  Parents and reading helpers are given information on how to assist the children.  The success of 'ReadAlong' greatly depends on the co-ordination and commitment of mainstream staff, Study Support Staff and others involved in its use.  There is a lot of enthusiasm for 'ReadAlong' from the English Department and activities dovetail with class reading lessons.  Attention and time is being given to pupils who have basic reading difficulties on entry which helps them improve their reading behaviour and confidence in class.  
 
The stock of tapes is considerable, and staff record appropriate books on tapes.  The school is also developing a resource base for all students, with different years allocated specific times.  
 
What has the impact been?

Since introducing ReadAlong in 1994 Rock Ferry High School has seen exceptional improvements in literacy levels.  During the first year 27 (out of 32) Year 7 pupils had increased their reading age and 15 had increased their reading age by one year or more.  During the second year, all 32 Year 7 pupils had increased their reading ages and 18 had increased by one year or more.  Evidence indicating the success of 'ReadAlong' includes:

• Satisfaction expressed by 'ReadAlong' pupils
• Regular borrowing habits
• Care taken of stock and equipment
• Confidence in expressing opinions about the materials either verbally or in writing
• Social interaction between pupils and teachers
• Improvements made by individual pupils in their reading behaviour, listening skills, and reading aloud
• The range of reading material used by pupils
• General confidence in reading
• Satisfaction expressed by parents or carers.

OFSTED’s response to 'ReadAlong' was very favourable.  It is effectively raising standards for pupils with a low reading age and improving their access to other areas of the curriculum.  This investment of time and resources is making a substantial contribution to the raising of reading standards at Key Stage 3. 

Monitoring the use of the Resources Centre has highlighted students’ increasing use of the resource at lunchtimes and after school.