READING
Preventing failure
Preventing literacy failure
Do the benefi ts of early
intervention last?
In July 2007, the literacy achievement of the
children in the same 42 London schools was
compared. The children who had received RR
in 2005-6 were, on average, achieving within
or above their chronological age band on all
measures and were still around a year ahead
of the comparison children in schools where
RR was not available.
On average, ex-RR children had a
12-month advantage in word reading
(BAS) and an 8.5-month advantage on
word reading and phonic skills (WRAPS).
In writing, ex-RR children were still able to
write around twice as many words correctly
as the comparison children.
In national assessments (age 7+) more than
86% of those children who received RR in
Year 1 went on to achieve age level in reading,
compared with 57% in comparison schools. In
writing over 83% of ex-RR children went on to
achieve age level in reading, compared with
57% in comparison schools. The criteria for evidence-based decision- research. However, the same expectation of
This is clear evidence that after RR low- making are often whether an intervention reliable, extensive evidence of effectiveness
achieving children attain a signifi cantly higher works well, whether it can work in a particular needs to drive practice in interventions, as in
level in reading and writing than matched school, and whether it is cost-effective. other aspects of schooling.
groups, and continue to progress with their However, it is also critical that schools ask
age cohort a year later. If RR children continue whether interventions include professional About the author
to learn at average rates with their peers this development for all participants, whether Sue Burroughs-Lange is a Reading Recovery
also represents a long-term cost benefi t, as there is an infrastructure for quality trainer/co-ordinator in the European Centre
no further intervention should be required. assurance, and whether it brings lasting for Reading Recovery at the Institute of
Interestingly, the class groups of the children change and lasting benefi ts to individuals and Education University of London. She co-runs
who received RR also showed improved literacy society more widely. the doctoral and masters programmes
levels, which were again sustained a year later. How we learn to read continues to be through which Reading Recovery
further understood through advances in brain professionals become qualifi ed.
Ending literacy failure?
Poor teacher subject knowledge is repeatedly
cited as a barrier to successful literacy
Further reading
teaching. Although effective and differentiated
Brooks G, (2007) What Works for Children on the Lives of 37-Year-Olds, London: Basic
classroom teaching can reduce the number
with Literacy Diffi culties: The Effectiveness of Skills Agency.
and severity of literacy diffi culties, there will
Intervention Schemes, research report 380,
always be a small proportion of children who
Douëtil J, (2006) Reading Recovery™ Annual
London: DfES.
need something extra to get underway with
Report for UK and Ireland 2005–2006, London,
reading and writing. The earlier intervention
Burroughs-Lange S, & Douetil J, (2007) Institute of Education, University of London.
takes place, the greater the chance of closing
Literacy Progress of Young Children from
KPMG Foundation, (2006) The Long Term
the gap with their peers.
Poor Urban Settings: A Reading Recovery
costs of Literacy Diffi culties, London: KPMG
Schools need to rely on two things:
Comparison Study, Literacy Teaching and
Foundation.
●
Early intervention that brings even the
Learning, Vol 12 (1), p 19 –46.
most disadvantaged children up to age
Parsons S & Bynner J, (2002) Basic Skills
Burroughs-Lange S, (In press) Comparison of
competency; and
and Social Exclusion, London: The Basic
Literacy Progress of Young Children in London
●
Knowledgeable teaching teams who can
Skills Agency.
Schools: A Follow Up Study.
support the education of children with
Rose J, (2006) Independent Review of the
multiple life and learning challenges that
Bynner J & Parsons S, (1997) It Doesn’t Get
Teaching of Early Reading: Final Report.
impact early schooling, and can continue
Any Better: The Impact of Poor Basic Skills
London: DfES.
to disrupt children’s early gains.
spring 2009 Better: Evidence-based Education 13
Better Spr09 pp12-13 Prevention.indd 13 20/4/09 09:16:25
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