Key Stage 1 Reading Fluency Project
Harnessing the principles of the highly effective KS2 Reading Fluency Project, the KS1 project aims to accelerate achievement in reading fluency and comprehension in a short space of time. Strategies used on the project include:
- modelled expressive reading
- echo reading
- repeated re-reading
- skilled questioning
- challenging text selection
- modelled comprehension skills
Precise assessment data is collected at the start and end of the 8 week project for participating pupils so accelerated progress can be clearly tracked.
The Education Endowment Foundation - Improving Literacy in Key Stage 1 document suggests, as one of the top recommendations that schools ‘Use high-quality structured interventions to help pupils who are struggling with their literacy’. And that ‘The first step should be to use accurate diagnosis of capabilities and difficulties to match pupils to appropriate interventions’.
The Ofsted 2019 Education Inspection Framework states that ‘a rigorous approach to the teaching of reading develops learners’ confidence and enjoyment in reading’ and states that learners should ‘read widely and often, with fluency and comprehension’. The Key Stage 1 Reading Fluency Project will actively support schools in achieving these aims.
The project is being delivered within schools in Hertfordshire, and is also available to surrounding counties, including London.
Starting on Tuesday 12th November 2019, you can book onto this project here.
To find out more about attending or hosting one of these events contact firstname.lastname@example.org
Impact/outcomes expected: an explanation of impact/predicted outcomes
Pupils on the KS2 version of the project, in which 117 schools have participated, made an average of +2 years and 3 months progress in reading comprehension age over the 8 week project.
Pupils typically demonstrated improvements in reading behaviour in terms of:
- stamina – able to read more text for a longer period whilst retaining understanding
- accuracy – children make fewer substitutions, omissions, mispronunciations and additions when reading a ‘cold’ text
- enjoyment – pupils read more and are more willing to explore a wider range of literature
- confidence – pupils tackle challenging texts with greater willingness and show improved tenacity in teasing out meaning
- engagement – pupils offer more extended contributions in group discussions about challenging texts.
Participants will receive the project CPD through:
- one-day launch session
- mid-project twilight
- two-hour mid-project visit, where elements of the project are tailored towards specific school / cohort needs
- final, ‘celebratory’ half-day cluster
The training is available for two delegates from the project school: the Year 2 (or Year 1) project teacher, and the English subject leader.
Before beginning the project, class teachers complete the YARC test (York Assessment of Reading Comprehension), which provides a reading comprehension age for each participating pupil. The test is repeated at the end of the eight-week intervention to gather impact measures. Full instructions for how to administer the test are provided on the project's launch day.
Each school is allocated a project adviser. The adviser will be on hand throughout the project period to answer queries and support the school as needed. The adviser will also analyse the project data and share this with the school. As part of the project, participating teachers are asked to work with a group of six pupils for 40 minutes each week (two sessions of 20 minutes) for an eight-week period. These pupils are deemed to be not on track to reach the expected standard at the start of the intervention.
The Institute of Effective Education research found that the HFL KS2 Reading Fluency Project had a positive impact on developing pupils’ reading accuracy and comprehension, as measured by the YARC.
Blogs to read
Primary Teaching and Learning Adviser - English
Tel: 01438 845111 (option 2)