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

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ACKNOWLEDGEMENTS All the new material in this edition is the work of Greg Brooks, formerly at NFER, Professor of Education at the University of Sheffield since 1 January 2001. He wishes to record his deep gratitude to all the following: His former colleagues, the other members of the Project Team at NFER for the first edition: Zenta Henkhuzens, Research Officer Nicola Flanagan, third year undergraduate student of University of Surrey, on work experience at NFER in academic year 1997-98 Dr Dougal Hutchinson, Principal Research Officer and Chief Statistician Effie de Souza, Project Secretary (Where an occasional ‘we’ remains in the text, this reflects the multiple authorship of the first edition.) and especially to all the individuals and organisations who provided us then, and Greg in 2002, with information: without their help none of this project would have been possible on either occasion. They are acknowledged here and on the next two pages. ACKNOWLEDGEMENTS OF INFORMATION PROVIDED FOR THE FIRST EDITION AND RETAINED FOR THE SECOND Local Education Authorities Bradford Buckinghamshire Jersey Kirklees Institutions of Initial Teacher Training University of London Institute of Education Oxford Brookes University Individuals Suzi Clipson-Boyles } Diana Bentley } The Catch Up Project Dee Reid } Martin Miles Talking Systems Jo Wilson THRASS i
ACKNOWLEDGEMENTS OF INFORMATION PROVIDED FOR THE SECOND EDITION These acknowledgments include many for information which, sadly, could not be used. Local Education Authorities Bradford Derbyshire Norfolk Bolton Devon Redcar and Cleveland Bridgend Co. Durham Sefton Bristol Hampshire Wakefield Cornwall Haringey Worcestershire Cumbria Knowsley Individuals Where individuals’ affiliations are not shown in the left-hand column, their affiliations are with the LEA mentioned in the right-hand column. Pauline Bentote SIDNEY in Hampshire Mel Blackburn Stockport’s Wave Three scheme Mary Charlton, consultant Tracks Literacy Alan Davies, Director of THRASS THRASS Sue Derrington Phono-Graphix in Bristol Dr Angela Fawcett, University of Sheffield Interactive Teaching and Assessment, Reader’s Intelligent Teaching Assistant, three reviews on DfES website Ann Foster Better Reading Partnerships in Co. Durham Pam Fudge Reading Recovery in Bristol Dr Peter Hatcher, University of York Reading Intervention Carol Greenway Reciprocal Teaching inWestminster Peter Hayes, Director, CSV Education for Citizenship Reading Together Mike Johnson, Manchester Metropolitan University Multi-sensory Teaching System for Reading Bruni Jones & Eileen O’Dowd Underattainers Can Achieve!, Great Crosby Catholic Primary School, Sefton Brian Kermode, consultant to McGraw-Hill Publishers, UK Reading Mastery Fast Cycle Angie Kotler Talking Partners in Bradford Julie Lawes, Project Director, The Catch Up The Catch Up Project in Cornwall, Norfolk and Project Wakefield, and the National experimental study Prof. Ann Lewis, University of Birmingham Use of ILS with children with literacy difficulties Kerry Longhorn Family Literacy in Hampshire Anthea Main Better Reading Partnerships in Worcestershire Dr Irene Mersh Tracks Literacy in Wokingham Dr Martin Miles, University of Exeter AcceleRead AcceleWrite in Devon ii
Page 1 and 2: What Works for Children with Litera
Page 3 and 4: CONTENTS LIST OF TABLES iii LIST OF
Page 5: 18 SPELLIT 122 19 THRASS 123 20 Tim
Page 9 and 10: CHAPTER ONE FOCUS AND INTENTION OF
Page 11 and 12: 1.2 The need What proportion of chi
Page 13 and 14: B. Schemes involving ICT 21 AcceleR
Page 15 and 16: system that operates in England. Bu
Page 17 and 18: 2.1 Finding your way CHAPTER TWO SI
Page 19 and 20: As the Appendix again shows, most c
Page 21 and 22: There appeared to be no tendency fo
Page 23 and 24: 2.10 Partnership approaches for rea
Page 25 and 26: Somerset, THRASS (for reading, thou
Page 27 and 28: CHAPTER 3 THE SCHEMES AND THEIR EVA
Page 29 and 30: A. General schemes 3.1 Better Readi
Page 31 and 32: (4) Redcar and Cleveland Very few d
Page 33 and 34: Evaluations The full programme of t
Page 35 and 36: 3.4 Family Literacy (1) Basic Skill
Page 37 and 38: 3.5 Individual Styles in Learning t
Page 39 and 40: 3.7 Interactive Assessment and Teac
Page 41 and 42: 3.9 Multi-sensory Teaching System f
Page 43 and 44: 3.11 Parental Involvement in Haring
Page 45 and 46: 3.13 Phonological Awareness Trainin
Page 47 and 48: shows that the initiative continues
Page 49 and 50: (1) London and Surrey The Phonologi
Page 51 and 52: 3.17 Somerset Self-esteem and Readi
Page 53 and 54: Counselling by non-professionals pl
Page 55 and 56: 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
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REFERENCES Andrews, R., Burn, R., L
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Gorman, T.P. and Brooks, G. (1996).
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Moore, M. and Wade, B. (1998). ‘R
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Torgerson, C., King, S. and Sowden,
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A.1 Introduction to the evaluation
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4) Range of tests used: In all, at
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Where there is a control group but
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A.2 Data on evaluated schemes 1 Bet
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1 Better Reading Partnerships (3) C
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1 Better Reading Partnerships (5) W
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2 The Catch Up Project (1) The Pilo
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2 The Catch Up Project (3) Cornwall
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2 The Catch Up Project (5) Norfolk
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3 Cued Spelling (2) Main reference:
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4 Family Literacy (2) Hampshire Mai
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5 Individual Styles in Learning to
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- on comprehension, Inference Train
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8 Knowsley Reading Project Main ref
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9 Multi-Sensory Teaching System for
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Follow-up: The Kirklees project pro
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1-year follow-up, July 1979 (Tizard
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12 Phono-Graphix (2) Surrey Main re
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14 Reading Intervention (formerly C
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14 Reading Intervention (formerly C
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Average pre- and post-test raw scor
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Statistical significances: between
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16 Reciprocal Teaching Main referen
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Pre- and post-test average scores (
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SOMERSET (3) Main reference: Lawren
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Ratio gain: n/a Statistical signifi
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19 THRASS Main reference: Matthews
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21 AcceleRead AcceleWrite (formerly
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21 AcceleRead AcceleWrite (formerly
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22 Integrated Learning Systems, Nat
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24 Paired Writing (1) Main referenc
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24 Paired Writing (2) Main referenc
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25 Family Literacy Main references:
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Table A.4: List of reading studies
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Study Year group experimentals) The
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BRP in Durham Y2 other adults 1.1 0
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PAT Y4-7 teachers, 1-1 0.16 BRP in
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Table A.7: List of spelling studies
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How should this mass of comparative
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