Every Child a Reader: The wider impact

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Ferris, Janet
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Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: The purpose of the study was to explore if a Reading Recovery teacher could have an impact on children with literacy difficulties in other schools in the wider local learning community by training and supporting Teaching Assistants to work one-to-one with them.

Aims: The main aim of the Every Child a Reader (ECaR) initiative is to explore the potential for Reading Recovery (RR) teachers to support tailored literacy teaching more broadly within a school, having an impact beyond those receiving intensive one-to-one support.

Methods: The participants were twelve Teaching Assistants from different schools who agreed to work one-to-one with at least one child for twenty minutes, at least four times each week, for a period of about ten weeks. The methods used included training experienced Reading Recovery Teachers to deliver Fischer Family Trust Wave Three, visiting Headteachers in Local Learning Community meetings, providing ongoing training and visits to observe teaching, and using a one-way screen for observation of RR sessions.

Findings: The main findings of the Every Child a Reader initiative were that target pupils made increased progress in both reading and writing beyond expectations, and Teaching Assistants reported a rise in self-esteem of all pupils who took part in the intervention. Quantitative evidence showed an average gain in word reading-age of 12 months and an average gain of 8 Reading Recovery book levels.

Implications: The findings suggest that a Wave Three Intervention is more effective when it is part of a layered approach with a literacy expert, has the full backing of the headteacher, and is monitored and evaluated at both school and LA level.
Keywords (free text)
Primary education , English - reading , English - writing
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