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

(4) Redcar and Cleveland
Very few details were available on this.
Evaluation
However, the LEA had collated data on over 1000 pupils, and the impact was substantial.
Reference
Unpublished data supplied by Andrew Taylor
(5) Worcestershire
Worcestershire began using BRP in 1999, as the approach adopted for an Innovative
Development Project (IDP) funded by the Basic Skills Agency. Modifications to the
Bradford model were that the partners were parents, and they were asked to read two books at
each session (not three), and they read with children twice a week for 15-20 minutes. One
book was familiar, and the second was new, and the new text from each session became the
familiar book for the next. In 2000-02, the LEA has trained many parents, and about 60 have
achieved accreditation for this work. About 25 schools were using the scheme in 2002; in
addition 10 schools in an Education Action Zone use it with teaching assistants.
Evaluation
The 1999-2000 IDP was evaluated by two researchers from the National Foundation for
Educational Research. The scheme was generally successful, but the LEA adviser
commented (Anthea Main, personal communication, 29 September 2002) that ‘There were
gains across all year groups as long as the children had started reading – it is not successful
with non-readers.’
Because the evaluation used a cross-over design, the phase 2 data from the first group to
receive the intervention are effectively follow-up data. The phase 2 data from that group
show that that group continued to make approximately standard progress. They were not
making any further relative gain, but were maintaining the gain made in phase 1.
Reference
Brooks and Hutchison (2000)
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