Switch-On Reading: Evaluation Report and Executive Summary

Autor/inn/en	Gorard, Stephen; See, Beng Huat; Siddiqui, Nadia
Institution	Education Endowment Foundation (EEF) (United Kingdom); Durham University (United Kingdom)
Titel	Switch-On Reading: Evaluation Report and Executive Summary
Quelle	(2014), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Instruction; Literacy Education; Intervention; Reading Achievement; At Risk Students; Reading Programs; Secondary School Students; Reading Fluency; Reading Comprehension; Foreign Countries; Scores; Pretests Posttests; Program Evaluation; Program Effectiveness; Randomized Controlled Trials; Comparative Analysis; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Leseunterricht; Leseleistung; Sekundarschüler; Leseverstehen; Ausland; Programme evaluation; Programmevaluation; Statistische Analyse
Abstract	Switch-on Reading is an intensive 10-week literacy intervention. It is delivered on a one to one basis by staff, most commonly teaching assistants, who have been trained in the approach. The purpose of Switch-on is to achieve functional literacy for as many pupils as possible, and so to close the reading achievement gap for vulnerable children working below age-expected levels. It is inspired by the well-established intervention Reading Recovery, which is teacher led and delivered over a 12-20 week period. In this evaluation, the programme involved regular sessions for pupils who had not achieved Level 4 English at Key Stage 2. The identified pupils in Year 7 attended regular 20-minute reading sessions over the course of the Spring term. The students were removed from class to attend the sessions, which aimed to improve their reading comprehension and fluency. Each session required students to read from four different books graded on the basis of their difficulty. Training and support for staff was provided by the Every Child a Reader staff of Nottinghamshire Local Authority. The overall result was an effect size of +0.24, based on the pooled standard deviation of the post-test score for both groups, meaning that the programme made a noticeable positive impact. Pupils with low attainment prior to the intervention showed particularly positive results, making five additional months progress on average. Pupils eligible for free school meals and pupils identified as having special educational needs made four additional months progress on average. As such, this evaluation suggests that Switch-on can be an effective intervention for weak and disadvantaged readers at the stage of transition to secondary school. (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