Project focus

    Harnessing the principles of the highly effective KS2 Reading Fluency Project, the KS3 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 Secondary Schools document suggests, as one of the top recommendations that  ‘Training focused on teaching reading is likely to help secondary school teachers teach their subject more effectively’.. And that ‘Schools should expect and proactively plan to support students with the weakest levels of literacy, particularly in Year 7.’

    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 3 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. 

    If you would like to express an interest in participating on this project, please sign up on this page.

    To find out more about attending or hosting one of these events contact training@hertsforlearning.co.uk.

     


    Participate in this project

    If you would like to participate in this project, please book online or complete the expression of interest to be contacted about future launch dates.

    The first project will launch on Friday 10th January 2020. To book: ENG/20/21/S

     


    Impact/outcomes expected

    Students who participated in the trial of the KS3 project, made an average of 15 months progress in reading comprehension age over the 8-week project (involving 17 pupils).

    (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 – students make fewer substitutions, omissions, mispronunciations and additions when reading a ‘cold’ text
    • enjoyment – students read more and are more willing to explore a wider range of literature
    • confidence – students tackle challenging texts with greater willingness and show improved tenacity in teasing out meaning
    • engagement – students offer more extended contributions in group discussions about challenging texts

     


    Project design

    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.

    Before beginning the project, teachers complete the YARC test (York Assessment of Reading Comprehension), which provides a reading comprehension age for each participating student (up to 6 students). 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 students for 40 minutes each week (two sessions of 20 minutes) for an eight-week period. These students are deemed to be working below the expected standard at the start of the intervention.

     


    Research report

    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.

    Reading fluency

    Blogs to read:

    As easy as A B fluency!

    Repeat after me: the HfL KS2 reading fluency project works... works... works!

    Do you sound good to listen to? (or ‘fluency: reading’s best-kept secret weapon’) 

    Project contact

    Penny Slater
    Deputy Primary English Teaching and Learning Adviser
    Tel: 01438 845111 (option 2)
    Email: penny.slater@hertsforlearning.co.uk

    Contact details

    Express an interest