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Transition from Primary to Secondary Education: How Literacy Support Can Have a Lasting Impact

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Transition from Primary to Secondary Education: How Literacy Support Can Have a Lasting Impact UHDGLQJDQGZULWLQJGXULQJWKHLUȴUVW\HDURIVHFRQGDU\VFKRRO Students using Read&Write have made tangible leaps forward in in forward leaps tangible made have Read&Write using Students support can have a lasting impact lasting a have can support secondary education: how literacy literacy how education: secondary transition from primary to to primary from transition ite &Writ Wr ead e d& R the outcomes a n e o R n 27% Read&Write users showed greater 66% improvement in their average reading age than non Read&Write users non Read&Write The measurable quality of writing improved +3.5% -1.5% more amongst Read&Write users than non Read&Write users Read&Write Read&Write users in the lower achievement group saw an average increase in writing scores of 13.7% compared to the non users at 4.2% Compared to the national average GHFOLQH5HDG :ULWHXVHUVLQWKHLUȴUVW up to 1.2 years national \HDURIVHFRQGDU\VFKRRODFKLHYHGD improvements average VLJQLȴFDQWGHJUHHRIOLWHUDF\SURJUHVV decline DQGLPSURYHPHQW “%\WKHHQGRIWKH\HDUXVLQJ5HDG :ULWHSXSLOVZHUH YROXQWHHULQJWRUHDGDORXGDQGHYHQUHDGLQFKDUDFWHU 7KHFODVVZHUHJHQHUDOO\PXFKPRUHVPLOH\DQGFKHHUIXO 'HȴQLWHO\PRUHFRQWHQW” Teacher involved in the study “ΖFDQDGGVRPXFKPRUHYDOXHDVDWHDFKHUZKHQΖȇPQRW FRQVWDQWO\MXVWFKHFNLQJVSHOOLQJVHYHU\WLPHWKH\SXWWKHLU KDQGXSDQGLWȇVPXFKPRUHUHZDUGLQJWREHDEOHWRKHOS WKHPGHYHORSWKHLUZULWLQJVNLOOVLQRWKHUZD\V” Teacher involved in the study For further reading visit text.help/RW-study at the core of each child’s educational development lies the foundation blocks of reading and writing :HFDUULHGRXWD\HDUORQJVWXG\ZLWKWKUHHVFKRROVWRKHOSXVEHWWHUXQGHUVWDQGWKH QHHGVDQGPRWLYDWLRQVRIERWKVWXGHQWVDWWKLVVWDJHRIWKHLUHGXFDWLRQMRXUQH\DQG WKHLUWHDFKHUV7KHDLPZDV 7RKHOSVFKRROVXQGHUVWDQGKRZVSHFLȴFOLWHUDF\LQWHUYHQWLRQVFDQKDYHUHDO LPSDFWRQVWXGHQWV HVSHFLDOO\WKRVHDJHG 7RKHOSXVXQGHUVWDQGWKHQHHGVRIWHDFKHUVDQGVWXGHQWVLQUHODWLRQWROLWHUDF\ GHYHORSPHQWDWWKLVFUXFLDOSRLQWLQDFKLOGȇVHGXFDWLRQDOSURJUHVVLRQ 7RFRQWULEXWHWRWKHLPSURYHPHQWRIZLGHUWHFKQRORJ\VWUDWHJLHVZLWKLQVFKRROV DQGGHPRQVWUDWHZKDWFDQEHDFKLHYHGZKHQDFOHDUVWUDWHJ\LVLQSODFH The schools VFKRROV VFKRROV VFKRRO DFURVV using using other England and Read&Write interventions 6FRWODQG the challenge $VVWXGHQWVVWDUWVHFRQGDU\VFKRROWKH\IDFHDXQLTXHVHWRIFKDOOHQJHV7KLVLVDWLPH ZKHQPDQ\VWUXJJOHDQGOHDUQLQJSURJUHVVRIWHQVORZV5HVHDUFKVKRZVWKDWWKHȴUVW \HDURIVHFRQGDU\VFKRROLVDWLPHZKHQUHDGLQJDQGZULWLQJSURJUHVVFRPHVXQGHU VLJQLȴFDQWSUHVVXUHDQGFDQJRLQWRGHFOLQH$QGDOOWKLVDWDWLPHZKHQOLWHUDF\VNLOOV DUHPRVWQHHGHG the study Students at Hartshill School and Aberdeen Grammar School had DFFHVVWR5HDG :ULWHȇVIHDWXUHVHWZKLFKZDVGHSOR\HGLQ GL΍HUHQWZD\VLQERWKVFKRROV6WXGHQWVDWThe Nuneaton Academy UHSUHVHQWHGWKHFRPSDULVRQVFKRRODQGKDGQR DFFHVVWR5HDG :ULWHWRROVKRZHYHUDOOOHDUQHUVKHUH KDGDFFHVVWRDZLGHO\XVHGUHDGLQJLQWHUYHQWLRQ the solution 3RZHUIXOȵH[LEOHDQGZRQGHUIXOO\DFFHVVLEOHWRDOO5HDG :ULWHLVRXUDZDUGZLQQLQJ 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GL΍HUHQWZD\VLQERWKVFKRROV6WXGHQWVDWThe Nuneaton Academy UHSUHVHQWHGWKHFRPSDULVRQVFKRRODQGKDGQR DFFHVVWR5HDG :ULWHWRROVKRZHYHUDOOOHDUQHUVKHUH KDGDFFHVVWRDZLGHO\XVHGUHDGLQJLQWHUYHQWLRQ the solution 3RZHUIXOȵH[LEOHDQGZRQGHUIXOO\DFFHVVLEOHWRDOO5HDG :ULWHLVRXUDZDUGZLQQLQJ OLWHUDF\WRROVHWWKDWFDQKHOSHYHU\VWXGHQWZLWKWKHLUSHUVRQDOOHDUQLQJMRXUQH\ 66% of Read&Write users showed improvement compared to 27% of non Read&Write users See overleaf for more stats recommendations )URPWKHUHVXOWVRIWKHVWXG\WKHEHQHȴWVRI5HDG :ULWHDUHPRVWPDUNHGZKHUH LPSOHPHQWDWLRQDQGXVDJHIRUPSDUWRIDVWUXFWXUHGDQGIRFXVHGDSSURDFKWR WHFKQRORJ\LQWHJUDWLRQ7KLVEHVWSUDFWLFHDSSURDFKLQFOXGHV $OLJQLQJWKHWHFKQRORJ\WRERWKVFKRRODQG individual priorities 7UDLQLQJVWD΍DQGSXSLOVLQWKHFRQWH[WRIXVHDV ZHOODVWKHVNLOOVUHTXLUHGWRXVHWHFKQRORJ\ &UHDWHUHJXODURSSRUWXQLWLHVWRXVHDQ\ WHFKQRORJ\ZKHUHWHDFKHURUSXSLOPD\ȴQGLW supportive UHDGLQJDQGZULWLQJGXULQJWKHLUȴUVW\HDURIVHFRQGDU\VFKRRO
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