4 items found in 1 pages
Flexible Phonics Information Session 2
Flexible Phonics (Direct Mapping, Set for Variability) is the first UK randomised control trial of this programme and focusing on improving how schools teach children to read in Reception classes. The programme is an educational trial funded by the Education Endowment Foundation, developed by UCL Institute of Education. Collaborating partners: The Institute for Employment Studies (IES) and Qa Research
47
7/17/2020
Flexible Phonics Information Session - 1
Flexible Phonics (Direct Mapping, Set for Variability) is the first UK randomised control trial of this programme and focusing on improving how schools teach children to read in Reception classes. The programme is an educational trial funded by the Education Endowment Foundation, developed by UCL Institute of Education. Collaborating partners: The Institute for Employment Studies (IES) and Qa Research
127
7/15/2020
Assessing language and literacy development and difficulties: evidence from Quebec’s French immersion system - Professor Rob Savage
Centre for Inclusive Education Conference Assessment of Language and Literacy Skills Thursday 14th June, 2018
467
6/18/2018
Approaches to early reading interventions: immediate and delayed response to universal and targeted interventions in early primary school
In this talk, Prof Rob Savage describes recent work exploring the effects of early intervention inspired by Response-to-Intervention (RtI) models, and using large-scale field-experiment designs, to an audience of practitioners and researchers. Interventions aimed at making the opaque nature of English more manifest to young readers. He discussed several studies and approaches used. Study 1 explored whether best-practice ‘tier 2’ phonic work could be optimized using a novel dynamic phonic approach for ‘at-risk’ grade 1 (year 1) children. Significant effects of reading interventions were found on several literacy measures and were evident at delayed post-tests. These patterns transferred across from English to French in children educated in a dual language context. Study 2 assessed other theory-driven approaches to support word reading skills of ‘at-risk’ grade 2 (year 2) children. Professor Savage discusses results with regards to best practice for literacy intervention at Key Stage 1.
841
12/14/2017