The Impact of Read&Write on Learner Achievement: An Evaluation Study Written by Jim Playfoot & Lucy Clarke, White Loop Ltd Contents 1 Introduction ...................................... 5 2 Executive Summary ........................ 9 3 Background ..................................... 15 4 Objectives and Methodology ....... 31 5 Key Results ...................................... 39 6 Case Studies ................................... 69 7 Appendices ...................................... 78 3 4 1 Introduction This is the full report of an independent evaluation of the literacy learning tool Read&Write. It has been prepared on behalf of Texthelp Ltd by Jim Playfoot and Lucy Clarke of White Loop Ltd, an education consultancy and research company. Read&Write is Texthelp’s flagship product and is currently used by millions of students, teachers and workforces globally. It comprises an easy-to-use toolbar aimed at making documents, files and web pages more accessible through its multiple functions. These functions include speech-to-text, text-to-speech, language checkers, picture dictionary and study skills tools. The product aims to provide an intuitive approach to support learners with a range of literacy tasks. The adoption of learning technologies within a formal education setting is dependent on addressing a number of key questions in relation to that particular technology. This report - and the study it reflects - seeks to address these questions in order to provide an objective and unbiased analysis of the efficacy of Read&Write as a tool to support literacy progress amongst students in the first year of secondary school in the UK. The study was undertaken across the full academic year 2017 to 2018 in order to gain a deeper understanding of how Read&Write is used amongst the selected user groups (both from a teacher and a student perspective) and to evaluate the impact on both learner progress and on motivation, engagement and approach to learning. The study incorporates the views and observations of teachers and other key staff on the implementation and efficacy of Read&Write in their schools alongside qualitative and quantitative data gathered directly from learners. Periodic data was generated across the year to track progress. This has been combined with feedback on learner engagement and motivation through a blend of surveying, observation and focus groups involving both learners and teachers. 5 The conclusions provide valuable feedback on the mechanisms by which literacy development can be supported by targeted interventions, and reflects on the way in which technology solutions are implemented within formal educational settings. Ultimately, the study offers a view on the value that Read&Write can bring to learners, at what is a critical moment for their educational development. The study offers a view on the value that Read&Write can bring to learners, at what is a critical moment for their educational development. 6 7 8 8 2 Executive Summary This independent study evaluates the impact on learner achievement in literacy through using the Read&Write support tool. The report presents the findings of a mixed method study to investigate the implementation and impact of Read&Write, and specifically its impact on reading, writing and comprehension, on learners aged 11-12 years within the first year of secondary school. Students at two schools were given access to Read&Write and evaluated using a mix of qualitative and quantitative methodologies. Alongside this, a further group of students in a third school were monitored using the same methodologies but without being given access to Read&Write. The evaluation provided evidence of the overall positive impact of Read&Write on the exposed cohort. Analysis of the data and feedback generated across the year-long study indicated a number of key findings: • Read&Write users showed a greater improvement in their average reading age than non Read&Write users. • The measurable quality of writing improved more amongst Read&Write users than non Read&Write users. • The degree of improvement in literacy achievement amongst learners at a lower starting point was better when those learners were given access to Read&Write. • In the context of recognised challenges that face this age group in terms of literacy progress in the first year of secondary education, Read&Write users achieved a significant degree of success compared to non Read&Write users. • Read&Write supported a majority of learners to develop better confidence in reading and writing and increased levels of engagement in – and enjoyment of - literacy tasks. 9 • Measured both qualitatively and The purpose of the study is to provide quantitatively, a structured and independent analysis of how effective focused implementation of the Read&Write is in supporting literacy Read&Write technology (based progress when used alongside other on regular use within a common standard literacy interventions, amongst environment) led to a greater impact. this specific age group of learners. Progress has been monitored throughout • Teachers found that implementing the year with a particular focus given Read&Write was valuable in terms to reading level and comprehension, of classroom management, they felt writing ability and, more generally, better supported and were freed up to confidence and motivation in relation to spend more time teaching rather than literacy tasks. correcting mistakes. The study also examines the impact on The study incorporates qualitative and teachers, looking at a number of different quantitative data gathered periodically criteria over the course of a school year. from learners alongside the views and In order to do this, a blended evaluation observations of teachers and other approach utilising both quantitative key staff with a focus on the and qualitative methods has been used implementation and efficacy of and the outcomes of the whole cohort Read&Write in their schools. analysed and interpreted to provide a number of key results. The purpose of the study is to provide independent analysis of how effective Read&Write is in supporting literacy progress when used alongside other standard literacy interventions amongst this specific age group of learners. 10 The methodology will be described in the learners. Observational feedback more detail later, but in brief, the learners’ from teachers was also gathered relating progress in both reading and writing was to these areas. In addition, feedback measured at four assessment points with was gathered from participating an initial benchmark evaluation followed teachers relating to the impact of the by three further assessments across the implementation of Read&Write on their school year. Reading ability and progress daily experience in the classroom and on was evaluated using a third-party online their teaching practice. reading comprehension assessment. Writing levels were measured using The data gathered throughout the a process based on a numerical study clearly demonstrates a number assessment of the quality of a short of positive outcomes although, in some piece of written work carried out by each cases, it is not possible to attribute learner at the four assessment points. these outcomes solely to the use of Read&Write. We recognise that there Alongside the assessment data, regular will be some level of natural progression focus groups and interviews were throughout the year and that other undertaken over the year to gather factors may play a part. However, the qualitative information regarding the observational feedback from teachers impact of Read&Write on motivation, taken alongside the qualitative analysis engagement and enthusiasm amongst of student responses, allied to the 11 comparative data provided by learners who were not given access to Read&Write provides significant evidence to support the view that Read&Write offers specific, measurable and significant benefits to learners who use it on a regular basis. Furthermore, the benefits of Read&Write are most marked where implementation and usage form part of a structured and focused approach to technology. When set within the context of a typical fall-off or stalling of literacy progress amongst students in the first year of secondary school, the study concludes that Read&Write offers a valuable tool to support learners in improving their literacy. Regular focus groups and interviews were undertaken over the year to gather qualitative information regarding the impact of Read&Write on motivation, engagement and enthusiasm amongst the learners. 12 13 14 3 Background As learners start secondary school, they face a unique set of challenges. This is a time when many learners struggle and learning progress slows. At the core of each child’s educational development lies the foundation blocks of reading and writing. Learners who face problems with their literacy skills and development at this age can suffer longer-term impacts that stay with them throughout their school career. Recognising this, the introduction (in England) of catch-up funding1 for learners who have not achieved the expected levels in reading and writing at the end of primary school has been designed to encourage and support these learners by funding specific interventions. Although Read&Write is a literacy support that is aimed at providing support to learners of all ages and abilities (including adults within a professional setting), the focus of this study is those learners embarking on their secondary education journey. The rationale and motivation