The SSIF project was designed to narrow the gap in reading attainment for disadvantaged pupils through the use of reading interventions in the designated schools. The quantitative data through GL assessment gives one analysis on the success of the project. This report considered factors impacting on successful implementation and the sustainability of targeted interventions beyond the scope of the initial SSIF funded project in eight case study schools.All the schools involved in this qualitative study were able to articulate the benefits that they had observed in engaging with the four interventions. All of the schools shared examples of how the interventions had wider benefits beyond improving reading ages. There was a demonstrable increase in pupil confidence and self-esteem, a greater engagement and excitement about reading and a willingness to consider a greater range of texts. There were examples of behavioural and social improvements from some of the pupils. All the staff involved in the interventions spoke of better knowledge of the pupils and of teacher knowledge to support reading and comprehension. The engagement with the interventions also enabled leadership skills to be developed in the schools.
|Publisher||University of Huddersfield|
|Number of pages||51|
|Publication status||Published - 17 Feb 2020|