The Education Endowment Fund (EEF) have developed two guidance reports that set out practical, evidence-based recommendations for improving literacy at key stage one and two. The recommendations are intended to be relevant to all pupils and particularly to those struggling with their literacy.
Improving literacy in key stage one
This report contains eight recommendations covering speaking and listening, reading, writing, assessment and diagnosis and structured one to one/small group interventions.
Below outlines some of the recommendations. The full report and recommendations can be found online here.
1. Develop pupils' speaking and listening skills and wider understanding of language. This might include approaches such as:
- pupils reading books and stories aloud and being encouraged to have conversations about them with their teacher and peers
- pupils engaging in paired or group work so they can share the thought processes that lead them to make inferences
2. Use a balanced and engaging approach to developing reading, which integrates both decoding and comprehension skills. This should include active engagement with different media and genres of texts and a wide range of content topics.
3. Effectively implement a systematic phonics programme. This includes implementing the programme as intended by the developer and all staff receiving training on the programme.
4. Teach pupils to use strategies for planning and monitoring their writing. These include inference, questioning, clarifying, summarising & predicting. Teachers could introduce these strategies using modelling and structured support.
5. Use high-quality structured interventions to help pupils who are struggling with their literacy
Alongside the key stage one guide, EEF have developed a Red Amber Green (RAG) self-assessment guide, which describes what 'ineffective', improving' and 'exemplary' practice can look like in relation to each of the recommendations.
Improving literacy in key stage two
This report contains seven recommendations covering speaking and listening, reading, writing, assessment and diagnosis and targeted interventions.
Below outlines some of the recommendations. The full report and recommendations can be found here.
- Develop pupils' language capability to support their reading and writing. Purposeful activities include structured questioning to develop reading comprehension, teachers modelling inference-making by thinking aloud and pupils articulating their ideas verbally before they start writing.
- Teach reading comprehension strategies through modelling and supported practice. Strategies include prediction, questioning, clarifying and summarising. The strategies should be described and modelled before pupils practise the strategies with feedback.
- Teach writing composition strategies through modelling and supported practice. For example, pupils' planning could be improved by teaching the strategies of goalsetting and activating prior knowledge.
- Use high-quality structured interventions to help pupils who are struggling with their literacy
These reports are one of several resources that the EEF has produced on the theme of literacy. More information can be found here.
Page Published: 28/04/2017