What works for children with literacy difficulties? : the effectiveness of intervention schemes

Abstract

The focusMost children learn to read and write satisfactorily through high-quality classroom teaching, but what of those who don't?How are they to be helped?This research report reviews early intervention schemes that have been devised to help struggling readers and writers, and is intended to inform schools' choices among such schemes.More exactly, the questions this research report is addressing are:-What intervention schemes are there which have been used in the UK in an attempt to boost the reading, spelling or overall writing attainment of lowerachieving pupils in at least one of Years 1-6, and which have been quantitatively evaluated here?-What are those schemes like, and how effective are they?The restriction to schemes used and evaluated in the UK is partly intended to avoid a deluge of information on schemes used elsewhere in the world, but mainly to circumvent the objection 'How do we know that it will work here?'The intention is to make clear and analytic information on such schemes available in order to inform practice and choices of approach.Those choices should be guided not only by the evidence assembled and analysed here, but also by careful matching of the needs of an individual school or even class to the specifics of particular schemes.Most of the schemes covered in this report are 'Wave Three' initiatives within the current structure of the National Literacy Strategy in England, as defined on the following page, though some are also in use as Wave Two initiatives, and a few are 'preventive' measures, aimed at preventing young children developing difficulties in the first place.Within that structure, there is an obvious need for schools to have clear information, in order to make principled decisions about which approach to adopt for children who experience difficulties in literacy. The National Literacy Strategy's Three WavesThe NLS assumes three 'waves' of support for pupils, as described below.The SEN Code of Practice ( 2001) describes a 'graduated response' to identifying and meeting special educational needs which may be mapped onto the NLS's three waves as shown. Wave One:The effective inclusion of all pupils in a high quality Literacy Hour (Quality First Teaching) Pupils may be at any point on the 'graduated response' -i.e. the usual differentiated curriculum, School Action or School Action PlusWave Two:Small group intervention (Early Literacy Support, Additional Literacy Support, Further Literacy Support, intervention programmes, Booster classes, equivalent LEA-or school-based programmes) for pupils who can be expected to 'catch up' with their peers as a result of the intervention -that is, who do not have special educational needs related specifically to learning difficulties in literacy or mathematics. Wave Two interventions are not primarily SEN interventions.Where intervention programmes are delivered without modification within the designated year group, there is no requirement that the pupils involved should be placed on School Action. Pupils included in Wave Two interventions may on occasion already be at School Action or School Action Plus, or have a statement of special educational needs. This may be where they have special educational needs such as emotional and behavioural difficulties, communication and interaction difficulties, or sensory or physical impairment, for which they are receiving other forms of intervention.Wave Three: Specific targeted intervention for pupils identified as requiring SEN support.Pupils at Wave Three may have particular needs related specifically to literacy, or needs associated with other barriers to their learning.Provision at Wave Three is likely to draw on specialist advice.It may involve the adjustment of learning objectives and teaching styles, and/or individual support.It aims to reduce gaps in attainment and facilitate greater access to Waves One or Two. Pupils receiving Wave Three support will always be placed on School Action, and on School Action Plus if an external agency is involved in assessment, planning and review. The needWhat proportion of children experience literacy difficulties?An estimate (for England only, since the DfES's remit is only for England) can be based on the results of National Curriculum assessments.Table 1 gives the percentages of children not yet achieving level 2 in reading at the end of Key Stage 1 (age 7), or not yet achieving level 3 in English at Key Stage 2 (age 11), in 1998-2002.Table 1: Percentage of children in England achieving below level 2 in Reading in Key Stage 1 National Curriculum tests, or below level 3 in English at Key Stage 2, 1998-2002

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