What Works for Children with Literacy Difficulties? - Digital ...

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3.15 Reading Recovery (2) Bristol Main reference: Fudge (2001) Date: 1999-2001 Age-range: Y1-2 Type of children: Low attainment N of experimental group: 145 in 21 schools N of control group: (no control group) N of alternative intervention group: (no alternative intervention group) Length of intervention in weeks: 20 Reading test: WRAPS (Word Recognition and Phonic Skills) Pre- and post-test scores and s.d’s: not stated Gain (in months of r.a): 14.5 Ratio gain: 2.9 Effect size: were not given and could not be calculated. Statistical significance: not stated 114
16 Reciprocal Teaching Main reference: Unpublished data supplied by Christa Rippon Date: 2001-02 Age-range: Y6 Type of children: Low attainment N of experimental group: 16 N of control group: (no control group) N of alternative intervention group: (no alternative intervention group) Length of intervention in weeks: 16 Reading test: Neale Pre- and post-test average r.a’s and s.d’s: not stated Gains (in months of r.a.) and ratio gains: Gain RG accuracy 14.0 28.8 comprehension 3.1 6.4 Effect sizes: were not given and could not be calculated. Statistical significances: not stated 115
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What Works for Children with Litera
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CONTENTS LIST OF TABLES iii LIST OF
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18 SPELLIT 122 19 THRASS 123 20 Tim
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ACKNOWLEDGEMENTS OF INFORMATION PRO
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CHAPTER ONE FOCUS AND INTENTION OF
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1.2 The need What proportion of chi
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B. Schemes involving ICT 21 AcceleR
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system that operates in England. Bu
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2.1 Finding your way CHAPTER TWO SI
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As the Appendix again shows, most c
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There appeared to be no tendency fo
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2.10 Partnership approaches for rea
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Somerset, THRASS (for reading, thou
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CHAPTER 3 THE SCHEMES AND THEIR EVA
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A. General schemes 3.1 Better Readi
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(4) Redcar and Cleveland Very few d
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Evaluations The full programme of t
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3.4 Family Literacy (1) Basic Skill
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3.5 Individual Styles in Learning t
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3.7 Interactive Assessment and Teac
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3.9 Multi-sensory Teaching System f
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3.11 Parental Involvement in Haring
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3.13 Phonological Awareness Trainin
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shows that the initiative continues
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(1) London and Surrey The Phonologi
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3.17 Somerset Self-esteem and Readi
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Counselling by non-professionals pl
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Evaluation The programme was evalua
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3.20 Time for Reading Do volunteers
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B. Schemes involving ICT 3.21 Accel
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3.22 Integrated Learning Systems: t
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3.23 RITA (Reader’s Intelligent T
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Yarrow and Topping (2001) studied 1
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CHAPTER 4 COMMENTS ON THE EVALUATIO
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Secondly, most of the tests provide
Page 71 and 72: REFERENCES Andrews, R., Burn, R., L
Page 73 and 74: Gorman, T.P. and Brooks, G. (1996).
Page 75 and 76: Moore, M. and Wade, B. (1998). ‘R
Page 77 and 78: Torgerson, C., King, S. and Sowden,
Page 79 and 80: A.1 Introduction to the evaluation
Page 81 and 82: 4) Range of tests used: In all, at
Page 83 and 84: Where there is a control group but
Page 85 and 86: A.2 Data on evaluated schemes 1 Bet
Page 87 and 88: 1 Better Reading Partnerships (3) C
Page 89 and 90: 1 Better Reading Partnerships (5) W
Page 91 and 92: 2 The Catch Up Project (1) The Pilo
Page 93 and 94: 2 The Catch Up Project (3) Cornwall
Page 95 and 96: 2 The Catch Up Project (5) Norfolk
Page 97 and 98: 3 Cued Spelling (2) Main reference:
Page 99 and 100: 4 Family Literacy (2) Hampshire Mai
Page 101 and 102: 5 Individual Styles in Learning to
Page 103 and 104: - on comprehension, Inference Train
Page 105 and 106: 8 Knowsley Reading Project Main ref
Page 107 and 108: 9 Multi-Sensory Teaching System for
Page 109 and 110: Follow-up: The Kirklees project pro
Page 111 and 112: 1-year follow-up, July 1979 (Tizard
Page 113 and 114: 12 Phono-Graphix (2) Surrey Main re
Page 115 and 116: 14 Reading Intervention (formerly C
Page 117 and 118: 14 Reading Intervention (formerly C
Page 119 and 120: Average pre- and post-test raw scor
Page 121: Statistical significances: between
Page 125 and 126: Pre- and post-test average scores (
Page 127 and 128: SOMERSET (3) Main reference: Lawren
Page 129 and 130: Ratio gain: n/a Statistical signifi
Page 131 and 132: 19 THRASS Main reference: Matthews
Page 133 and 134: 21 AcceleRead AcceleWrite (formerly
Page 135 and 136: 21 AcceleRead AcceleWrite (formerly
Page 137 and 138: 22 Integrated Learning Systems, Nat
Page 139 and 140: 24 Paired Writing (1) Main referenc
Page 141 and 142: 24 Paired Writing (2) Main referenc
Page 143 and 144: 25 Family Literacy Main references:
Page 145 and 146: Table A.4: List of reading studies
Page 147 and 148: Study Year group experimentals) The
Page 149 and 150: BRP in Durham Y2 other adults 1.1 0
Page 151 and 152: PAT Y4-7 teachers, 1-1 0.16 BRP in
Page 153 and 154: Table A.7: List of spelling studies
Page 155 and 156: How should this mass of comparative
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