The Impact of the National Literacy Trust's Place-Based Approach on Literacy Outcomes in the Early Years. A National Literacy Trust Research Report

Autor/inn/en	Cappellini, Chiara; Gilbert, Lisa; Hardy, Henry; McCann, Harriet
Institution	National Literacy Trust (United Kingdom)
Titel	The Impact of the National Literacy Trust's Place-Based Approach on Literacy Outcomes in the Early Years. A National Literacy Trust Research Report
Quelle	(2020), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Place Based Education; Literacy Education; Intervention; Foreign Countries; Early Childhood Education; Poverty; Emergent Literacy; Achievement Gap; Achievement Gains; Program Evaluation; Program Effectiveness; Evidence Based Practice; Economically Disadvantaged; Reading Skills; Reading Improvement; Communication Skills; Language Skills; Partnerships in Education; School Readiness; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Armut; Frühleseunterricht; Achievement gain; Leistungssteigerung; Programme evaluation; Programmevaluation; Reading skill; Lesefertigkeit; Kommunikationsstil; Language skill; Sprachkompetenz; Hochschulpartnerschaft; Readiness for school; School ability; Schulreife
Abstract	The National Literacy Trust firmly believes in a place-based approach to tackling literacy issues in communities across the UK where low levels of literacy and social mobility are seriously impacting people's lives. In 2013, it launched its Hub model, delivering place-based interventions in areas of the UK with the highest levels of deprivation and literacy vulnerability. The charity's Hub approach is characterised by a mix of strategic local partnerships, community campaigns and targeted programmatic activity in early years settings and schools. This report looks at the impact of the Hub approach on early years attainment in the National Literacy Trust's three longest running Hubs: Middlesbrough (since 2013), Bradford (since 2015) and Peterborough (since 2017). By looking at improvements in Hub-supported settings and comparing those to national averages, it explores whether early literacy and communication improved in these areas. This report highlights the outcomes of the National Literacy Trust Hub model on early literacy attainment by presenting improvements in Early Years Foundation Stage (EYFS) data across different Hubs and different years. This evidence suggests that Hubs played an important role in supporting local authorities to improve early years provision. (ERIC).
Anmerkungen	National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01