Literacy for Life: Evaluating the National Literacy Trust's Bespoke Programme for Schools

Autor/inn/en	Morris, Rebecca; See, Beng Huat; Gorard, Stephen; Siddiqui, Nadia
Titel	Literacy for Life: Evaluating the National Literacy Trust's Bespoke Programme for Schools
Quelle	In: Educational Studies, 49 (2023) 2, S.369-387 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Rebecca) ORCID (See, Beng Huat) ORCID (Gorard, Stephen) ORCID (Siddiqui, Nadia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1867077
Schlagwörter	Foreign Countries; Program Evaluation; Program Effectiveness; Secondary Schools; Public Schools; Reading Attitudes; Student Attitudes; Writing Attitudes; Self Esteem; Outcomes of Education; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Programme evaluation; Programmevaluation; Sekundarschule; Public school; Öffentliche Schule; Reading behavior; Rading behaviour; Leseverhalten; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Lernleistung; Schulerfolg; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	This paper presents an evaluation of "Literacy for Life" (LfL) -- a whole-school literacy programme, implemented in five secondary schools in England. The aims of LfL were to improve literacy attainment and to promote positive attitudes to reading and writing. However, when compared to other schools, there is little or no evidence that being in a LfL school, had any differential benefit for pupils' attainment. In LfL schools, the gap for disadvantaged pupils and those with SEN grew in the early years of the intervention. There is also no evidence from repeated surveys that pupils' attitudes to and enjoyment of reading showed any improvement. As such, LfL did not achieve its intended objectives. This matters because, despite limited evidence in its favour, schools continue to use it and programmes similar to it. We argue that programmes such as LfL, which are implemented on a whole-school level, need to be based upon evidence-informed approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01