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Connecting whole word interventions to inclusive classroom practice
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Despite phonics interventions, this primary school saw limited progress in reading outcomes for some KS2 pupils with SEND. Leaders identified that interventions were disconnected from classroom practice and lacked shared ownership. A targeted whole-word reading approach was introduced, supported by staff training, Widgit-based resources and planned professional dialogue between teachers and support staff. Crucially, intervention materials were embedded directly into classroom learning. Evidence of impact includes measurable gains in word recognition, improved reading ages and book-band progression, high pupil engagement, positive parental feedback, and increased transfer of learned vocabulary into writing and wider curriculum tasks, demonstrating more inclusive and sustainable reading support.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), reading interventions