A study published in The Curriculum Journal presents the findings of a randomised controlled trial that evaluated the efficacy of the Bug Club programme on the reading, spelling and vocabulary skills of pupils in the first two years of primary school compared to pupils in a control group.
Bug Club is a whole-school reading programme based on the principles of guided reading and synthetic phonics. It is offered as part of, rather than in addition to, standard literacy lessons. This study analysed data from 1,273 pupils in Years 1 and 2 from 30 schools in the UK (15 intervention, 15 control). Pupils were tested at baseline and again at 6 months, 12 months, and 18 months, using the InCAS reading assessment for 5- to 11-year-olds.
At the 6- and 12-month tests, pupils in the Bug Club schools showed more progress on the standardised reading measure than pupils in control schools (effect size = +0.18 and +0.16). For disadvantaged pupils, the picture was mixed. After six months, there was a greater impact on reading gains in schools with high levels of pupils eligible for free school meals than those in control schools. After twelve months, this effect had disappeared, but pupils eligible for pupil premium were found to have improved more on reading gains than those in control schools.
Source: Evaluation of Bug Club: a randomised control trial of a whole school primary aged reading programme (February 2020), The Curriculum Journal. DOI: 10.1002/curj.29