Targeted Reading Intervention (TRI) is a programme that uses webcam technology to allow kindergarten and first grade (Year 1 and Year 2) teachers to help struggling readers while being observed by a coach who gives them real-time feedback as they work with a pupil. TRI trains teachers in their strategies during a three-day workshop in the summer, with webcam observations and feedback during the school year.
Researchers at the University of Delaware and the University of North Carolina evaluated the effect of TRI in a two-year randomised evaluation to examine its one-year effects on struggling readers, and to examine if having a teacher teach the programme for two years affected pupil achievement.
The study took place in kindergarten and first grade (Year 1 and Year 2) classrooms in ten schools in high-poverty south eastern rural counties in the US. Subjects were equivalent at baseline on standardised testing in the autumn, and randomisation occurred at the classroom level. During the two years of the study, a total of 50 kindergarten (Year 1) classrooms (26 treatment, 24 control) and 50 first grade (Year 2) classrooms (29 treatment, 21 control) at each school were randomised, and then three struggling readers from each classroom were selected to either the treatment or control condition in each year of the study. In total, 305 pupils were assigned to receive TRI training, and 251 pupils served in the untreated control group. Treatment pupils worked with teachers one-to-one, 15 minutes a day every day for six to eight weeks. Spring post-tests showed that struggling readers who received TRI showed greater gains than struggling readers in the control condition (effect size =+0.26). Longevity of teaching the programme did not show any significant effect on pupil achievement.
Researchers also report on the results for the subset of pupils experiencing the programme who had English as an additional language, which may be found here.
Source: Improving struggling readers’ early literacy skills through a tier 2 professional development program for rural classroom teachers: The Targeted Reading Intervention (June2018), The Elementary School Journal 2018 118:4, 525-548
An evaluation conducted for the Education Endowment Foundation looked at whether the Good Behaviour Game (GBG) improved pupils’ reading skills and behaviour.
The GBG intervention is a classroom management approach designed to improve pupil behaviour and build confidence and resilience. The game is played in groups and rewards pupils for good behaviour. More than 3,000 Year 3 pupils from 77 UK schools took part in a randomised controlled trial of GBG over two years. Around a quarter of the pupils in the schools were eligible for free school meals, around a fifth were pupils with special educational needs, and 23% had English as an additional language.
The analysis indicated that, on average, GBG had no significant impact on pupils’ reading skills (effect size = +0.03) or their behaviour (concentration, disruptive behaviour and pro-social behaviour) when compared to the control group pupils. However, there was some tentative evidence that boys at risk of developing conduct problems showed improvements in behaviour.
Source: Good Behaviour Game: Evaluation report and executive summary (July 2018), Education Endowment Foundation
In the first US school-based study to link reading achievement with the provision of free glasses, Robert Slavin, director of the Center for Research and Reform in Education and colleagues at Johns Hopkins’ Wilmer Eye Institute, examined the effects on reading performance of providing free glasses to disadvantaged pupils.
A total of 317 second and third grade pupils (Years 3 and 4) in 12 disadvantaged Baltimore City schools had their vision tested in the autumn and winter of 2014-2015. They also completed reading pre- and post-tests from the Woodcock Language Proficiency Battery at those times. Sixty-nine percent (n=182) of the pupils’ vision tests showed they needed glasses. Pupils who needed glasses were given two pairs, one for home and one for school. Lost or broken glasses were replaced, and school staff were enlisted to help children remember to wear their glasses. Results showed that the reading scores for the children provided with glasses improved more than those for pupils who did not need glasses (effect size=+0.16).
The study points to a new strategy for improving reading performance in high-poverty schools.
Source: In plain sight: reading outcomes of providing eyeglasses to disadvantaged children (May 2018) Journal of Education for Students Placed at Risk (JESPAR) DOI: 10.1080/10824669.2018.1477602
A new research article by Prachi Shah and colleagues at the University of Michigan shows that children who are curious have higher academic achievement than those who aren’t. In fact, they see cultivating curiosity in the classroom—promoting the joy of discovery and motivating pupils to find out answers to life’s questions—as an untapped strategy for early academic success.
Researchers used data from the Early Childhood Longitudinal Study, which has tracked thousands of children since 2001. Children were followed via parent interviews and assessing the children at ages 9 months, 2 years, in pre-K (reception) and kindergarten (Year 1), and then looking at the reading, maths and behavioural skills of 6,200 of these children in 2006 and 2007 when they were in kindergarten. After controlling for other factors that might influence academic achievement, results showed that eagerness to learn new things had a small but positive influence on kindergartners’ reading (effect size=+0.11) and maths (+0.12). This was even more so for children from low SES backgrounds (effect size=+0.18 in reading, +0.20 in maths).
Source: Early childhood curiosity and kindergarten reading and math academic achievement (April 2018), Pediatric Research
The National Foundation for Educational Research (NFER) recently carried out an evaluation of a trial of the GraphoGame Rime intervention for the Education Endowment Foundation (EEF) and Wellcome Trust.
GraphoGame Rime is a computer game designed to teach pupils to read by developing their phonological awareness and phonic skills. The game is delivered in small groups supervised by a teacher or teaching assistant, with pupils working on individual devices, as the game is designed to constantly adjust the difficulty to challenge the learner at an appropriate level.
The pupil-randomised controlled trial involved 398 Year 2 pupils with low phonics skills in 15 schools in Cambridgeshire, and was designed to determine the impact of the intervention on pupils’ reading skills. The results of the evaluation found no evidence that GraphoGame Rime improved pupils’ reading or spelling test scores when compared to business-as-usual (effect size =-0.06). The intervention also showed no impact on reading or spelling test scores for pupils eligible for free school meals compared with the business-as-usual control group.
Source: GraphoGame Rime: Evaluation report and executive summary (May 2018), Education Endowment Foundation
A study published in Educational Evaluation and Policy Analysis presents findings from a four-year evaluation of a national scale-up of Reading Recovery – a one-to-one reading intervention for struggling first grade (Year 2) readers. The evaluation included an implementation study and a multisite randomised controlled trial with 6,888 pupils in 1,222 schools in the US.
Philip Sirinides and colleagues compared the achievement of struggling first grade (Year 2) readers following the Reading Recovery programme with business-as-usual literacy teaching. Results were measured using pupils’ scores on the Iowa Test of Basic Skills (ITBS) total reading assessment, as well as the ITBS reading comprehension and reading words subtests.
Results showed a medium to large effect on pupils’ reading over the course of the four years (effect size = +0.37) compared to the control group. The impacts of Reading Recovery on the ITBS total reading scores showed an effect size of +0.37. The effect sizes for ITBS reading comprehension and reading words subtests were +0.38 and +0.35, respectively. Effect sizes tended to be larger in schools where pupils had lower average reading performance overall.
Source: The impacts of Reading Recovery at scale: results from the 4-year i3 external evaluation (March 2018), Educational Evaluation and Policy Analysis