Harnessing grammar: Weaving words and shaping texts

The Department for Education’s Schools Research News has picked up on an article in a recent issue of Better: Evidence-based Education that has already proved popular with readers. It summarised research by the Centre for Interdisciplinary Research in Writing at the University of Exeter, which has developed and tested an intervention that aims to improve secondary pupils’ use and knowledge of grammar by embedding grammar teaching as part of writing lessons.

The study showed strong evidence for the beneficial impact of teaching writing in this way. However, the intervention was most effective with able writers, while for some less able writers it had a negative effect. This could be because the language used, and the needs addressed, were more relevant to able writers.

Source: Harnessing Grammar: Weaving words and shaping texts (2011), Better: Evidence-based Education, 3(2).

Are standards slipping?

The Programme for International Student Assessment (PISA) has shown a decline in the relative performance of England’s secondary pupils. Although this has been a concern to policy makers (and others) a new report from the Institute of Education argues that policy decisions should not be made on PISA findings alone. It suggests that England’s drop in the PISA ranking is not replicated in another major assessment, Trends in International Mathematics and Science Study (TIMSS). The author, John Jerrim, argues that there are possible data limitations in both surveys.

Source: England’s “plummeting” PISA test scores between 2000 and 2009: Is the performance of our secondary school pupils really in relative decline? (2011), Department of Quantitative Social Science

Fitness is related to academic performance

new report has shown that school pupils’ fitness is strongly related to their academic performance. The association is strongest during the early secondary years, and cardiovascular fitness made the most difference. The study, in the Journal of School Health, looked at over 250,000 pupils’ academic and fitness records, and recommends that schools should consider increasing PE time, and that PE teachers should emphasise cardiovascular fitness.

Source: Associations of physical fitness and academic performance among schoolchildren (2011), Journal of School Health, 81(12).

Help for struggling readers

The latest issue of Better: Evidence-based Education, has just been published by the Institute for Effective Education, and provides advice on what to do to help struggling readers.

We know a lot about how to solve reading failure, and this issue presents articles on proven solutions in primary and secondary schools. The solutions vary in many ways, but together they show that virtually all children can succeed in reading.

Source: Better Evidence-based Education