Louise Tracey reports the positive findings of a large-scale, national evaluation of Success for All in primary schools, arguing that evaluations of this nature are possible, desirable, and have significant educational implications for both policy and practice
A THIRD OF CHILDREN IN THE UK LIVE IN poverty, and they are less likely to enter school with the emerging language skills necessary for early literacy attainment. Growing political support for evidence-based practice has highlighted literacy programmes because of the importance of early literacy for a child’s later educational attainment. One important development has been government support for synthetic phonics programmes in primary schools. Yet, evidence on effective beginning reading programmes suggests that programmes that do more than teach reading or phonics but include innovative teaching practices, such as co-operative learning, are more effective than those that do not. Common sense suggests a more comprehensive approach. However, common sense often confounds us, which is why we need evidence.
|What we know|
|● We have conducted a large-scale, national evaluation of Success for All literacy in primary schools in the UK.
● Both years of the study have found positive effect sizes on literacy measures in favour of the Success for All schools.
● Evaluations of this nature are possible, desirable, and have significant educational implications for both policy and practice.
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