Loading...
South Wirral reading: a tiered intervention model for improving reading outcomes in secondary schools
Files
Citations
Altmetric:
Authors
Editors
Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: A significant proportion of students entering South Wirral High School are not adequately prepared for secondary-level reading, prompting the school to develop a structured reading intervention strategy. This approach is particularly focused on varying student needs, including those with special educational needs and disabilities (SEND), and aims to improve literacy while fostering a culture of reading across the school.
Aims: The intervention aims to enhance the reading ages of students through a tiered approach that includes phonics instruction, reciprocal reading, and curriculum-led strategies. By addressing literacy deficiencies early, the program seeks to assist students in becoming proficient readers who can engage effectively with the curriculum.
Methods: The intervention utilizes a multi-wave system to assess and support students. Initial identification involves analyzing Key Stage 2 SATs data to group students according to their reading proficiency. Targeted phonics instruction follows for students identified as needing support, along with reciprocal reading support for those who demonstrate low reading ages but have no phonics gaps. Interventions are conducted regularly, ideally four times a week, and utilize dedicated teaching assistants to provide tailored support.
Findings: The intervention has led to substantial improvements in reading ages, with Year 7 students showing an average gain of 18 months in just eight weeks. Similar gains have been observed across Year 8 and Year 9, with students advancing to higher teaching groups and achieving improved academic outcomes in various subjects. Positive behavioral changes among students have also been noted, especially among those initially resistant to intervention.
Implications: The findings illustrate the effectiveness of a data-driven, tiered approach in addressing literacy challenges among secondary school students. The model highlights the importance of a collaborative effort involving teachers, teaching assistants, and parental support in facilitating literacy development. Schools may consider this structured intervention as a viable model to enhance reading skills and foster engagement among diverse learners.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), phonics, reciprocal reading