Fresh Start: Evaluation Report and Executive Summary

Autor/inn/en	Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat
Institution	Education Endowment Foundation (EEF) (United Kingdom); Durham University (United Kingdom)
Titel	Fresh Start: Evaluation Report and Executive Summary
Quelle	(2015), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Intervention; Literacy Education; At Risk Students; Secondary School Students; Phonics; Reading Difficulties; Reading Skills; Randomized Controlled Trials; Remedial Reading; Reading Tests; Classroom Techniques; Teaching Methods; Program Evaluation; Program Effectiveness; Institutional Characteristics; Student Characteristics; Comparative Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Leseförderung; Lesetest; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation
Abstract	Fresh Start (FS) is a catch-up literacy intervention for pupils at risk of falling behind their peers in early secondary schooling. It provides systematic and rigorous practice in phonics so that pupils are at an appropriate level to join the mainstream group after completion of the intervention. Pupils are assessed and then grouped according to their levels of reading ability. Teaching in these groups begins with recognition, practice and blending of sounds and graphemes, based on a set of module booklets. This evaluation involved 433 pupils in Year 7, in ten secondary schools, who had failed to achieve a "secure" National Curriculum Level 4 (4b and above) in their primary KS2 results for English. Of these, 212 within all schools were randomly allocated to receive the intervention for 22 weeks during their first year at secondary school. This shorter time period was partly justified because the pupils are at secondary school. The other 221 pupils were randomly allocated to a control group in phase one, and received the intervention the following year. The intervention was organised by taking pupils out of regular English lessons for one hour, three times per week. Key conclusions include: (1) Fresh Start shows considerable promise as an effective catch-up intervention for low-attaining readers at the transition phase from primary to secondary school; (2) Pupils must be grouped according to the reading scores obtained from a Fresh Start screening test. Each group has a homogeneous level in terms of pupil reading abilities; (3) Continuous feedback to teachers and support from trainers assists successful implementation; and (4) It is feasible for schools to conduct evaluations of their own planned interventions, under favourable circumstances, and with some advice and oversight from independent expert evaluators. (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01