Memorandum submitted by Ruth Miskin
FOR CHILDREN
AGED 5-8
READING
The children:
learn 44 sounds and the corresponding
letters/letter groups using simple picture prompts
learn to read words using sound blending
read lively stories featuring words
they have learned to sound out
show that they comprehend the stories
by answering "Find It" and "Prove It" discussion
questions
WRITING
The children:
learn to write the letters/letter
groups which represent the 44 sounds learn to write words by saying
the sounds and graphemes
compose stories based on picture
strips
compose a range of texts using discussion
prompts
TALKING
Children are assessed so they work with children
at the same level. This allows them to take a full part in all
lessons.
They work in pairs so that they:
practise every activity with their
partner
take turns in talking to each other
IMPLEMENTATION
The systematic and lively programme
is organised by an in-school manager.
All staff (teachers and assistants)
are trained together by one of our trainers who has taught and
managed the programme (no cascade training is used).
The children read and write for an
hour each day, grouped according to their reading level. (Two,
20 minute sessions for Reception children.)
Children work with a partner to practise
what they have been taught. This means that all children participate
during the whole lesson; there is no "down time".
Children with learning difficulties
are supported individually every day from the very start of the
programme.
EXTRACTS FROM
OFSTED
Comments on Read Write Inc by Ruth Miskin Literacy
Child's Hill School, Barnet
Pupils in Years 1 and 2 are achieving
well because of the systematic teaching of phonics.
Teaching in Years 1 and 2 is very
goodThe phonics programme is very well managed.
Standards in Years 1 and 2 are rising quickly.
In October 2003, the school introduced a phonically based literacy
programme to tackle low standards in literacy at this stage. There
is a clear evidence of improvement in both reading and writing.
Pupils work in groups organised according to attainment and some
pupils in Years 3 and 4 are also included in this intensive programme.
Work is matched very accurately to pupils' needs, and they respond
very well to the brisk pace and variety of activities within each
session. Achievement is good. Most pupils are proud of their learning.
They apply their phonic skills to read new and unfamiliar words
and make logical attempts when they are spelling. Comprehension
and handwriting skills are developing well alongside the phonic
skills. Teaching in Years 1 and 2 is very good. Learning support
assistants make a strong contribution to the success of this programme.
All staff are well prepared and are committed to the programme.
They manage groups very well, using praise and encouragement to
keep pupils focused.
Kobi Nazrul Primary School, Tower Hamlets
Pupils of higher attainment are well challenged
and the setting in literacy helps teachers to focus work at the
correct level according to prior attainment and use of English
language. The school is continuing to develop its provision for
gifted and talented pupils and their needs are currently met appropriately.
Pupils with special educational needs make very good progress
in relation to their ability and sometime achieve average standards
by the time they leave school. Their standards in reading are
particularly good. This in itself is very good as pupils frequently
enter the school with low attainment in communication, language,
literacy and mathematics. These results also show how the support
provided by grouping pupils of similar ability provides a good
basis for their learning thereby enabling them to make very good
progress.
From the information provided by the school
and through observation and discussion with pupils, it is clear
that there is no significant difference in the achievement of
pupils from various minority ethnic groups. Because of the excellent
focus on inclusion, all pupils have access to a stimulating curriculum
which meets their needs and helps them to achieve very well.
Provision in English is very good
Main strengths and weaknesses:
Standards in English are above average
by the time pupils leave the school because the quality of teaching
is generally very good and as a result pupils achieve very well.
The curriculum, including planning
for the development of pupils' literacy skills across other subjects
and wider English curriculum, is very well developed and impacts
strongly on pupils' achievement.
Teachers have very high expectations
which ensures that pupils behave well in lessons and demonstrate
very positive attitudes to their learning.
Teachers know their pupils very well
and as a result planning is comprehensive and teaching meets the
needs of all pupils well.
Leadership and management of English
are very good and support the innovative approach to developing
pupils' skills in oracy and literacy.
St Luke's Primary School, Tower Hamlets
Main strengths and weaknesses:
A good formal teaching plan for developing
communication skills.
The focus on improving speaking,
listening, reading and writing.
The use of small group sessions.
The impact of a commercial literacy programme
and the organisation of lessons have been significant in raising
standards. The lessons learnt are being transferred to mathematics.
Science standards have improved because the co-ordinator has a
firm grasp on the priorities and has closely monitored its implementation.
There are now plans to improve other subjects.
The formal teaching of literacy skills is conducted
well in both Nursery and Reception classes. Children enjoy particularly
good development in their literacy groups where all children make
good progress towards learning to read and learning how different
blends of letters form sounds. Those who have found difficulty
gain in confidence and make very good progress.
Old Ford Primary School, Tower Hamlets
A successful intervention programme that compliments
the national literacy strategy has been in operation this year.
Very good training for teaching and support staff has provided
them with high levels of competence in teaching lower-attaining
pupils through this scheme. Again, the teaching of this is finely
targeted to pupils' individual competencies, so pupils of different
ages sometimes study together.
Herrick Primary School, Leicester
In Reception classes the newly introduced literacy
programme is having a significant impact and children are learning
their letter sounds very competently.
Provision for English is very good.
Main strengths and weaknesses.
Standards are improving because all
pupils are achieving well.
The curriculum for younger pupils,
including the introduction of a detailed literacy programme is
very good. This is resulting in rising standards, especially in
reading; and
The consistently good quality of
teaching takes very good account of the needs of pupils with English
as an additional language and this ensures that pupils throughout
the school learn well.
Pupils listen attentively when they expect that
the lesson will be interesting.
The dedicated use of the literacy programme
for teaching reading and writing is having a very positive effect
in Years 1 and 2. Pupils have high levels of confidence and enthusiasm
when reading and writing and their accuracy is developing well.
The use of a commercial literacy
scheme is helping to raise standards in reading particularly for
lower attaining pupils;
The effective management provided
by the co-ordinator and the focus on raising standards; and
The very good support and teamwork
provided by learning support assistants.
Pheasey Park Farm Primary School, Walsall
The teaching of the basic skills
of reading and writing is effective;
Assessment is thorough and used to
plan the next steps in learning; and
Very effective use is made of the
teaching assistants to support learning.
The teachers have high expectations that the
children will participate fully in the good literacy activities
provided. This means that all children make good progress overall
in gaining communication, language and literacy skills, and they
achieve well.
The teachers develop and build the children's
early reading skills through the sharing of books and stories
and the systematic teaching of phonic skills (the sounds of the
letters and syllables of words). By the end of the reception year,
most are able to retell the stories they have read and some of
the children read fluently.
The teaching of writing is very good because
the children are encouraged to use their developing knowledge
of letter sounds and shapes to help them begin to write unfamiliar.
words for themselves. Throughout the Foundation Stage the children
are provided with a good range of opportunities to write for different
purposes and this promotes good levels of achievement.
Manor Hall Middle School, Southwick
The school has made a great effort to improve
pupils reading skills. Consequently, by Year 6 and in Year 7,
standards in reading are average. Overall, this represents good
achievement. In particular, the reading standards of pupils of
lower attainment have increased significantly through the school's
successful implementation of the Ruth Miskin Literacy Programme.
There are abundant opportunities for pupils to engage in individual,
paired, group and silent work.
Chisenhale, Tower Hamlets
One very good initiative that is raising standards
is the structured phonics programme which is helping some pupils
in Years 4 to 6 catch up with some of their basic skills. This
has only just begun but pupils are already beginning to achieve
well. Adults taking the groups are very well trained and work
very effectively with pupils who are keen and very responsive
and clearly enjoy the sessions. They relate well to adults and
there is a dynamic atmosphere within the sessions which stimulates
and excites the children in their learning. The confidence and
self esteem are growing steadily because they can see their own
success. This encourages them to work even harder.
Folville Juniors Leicester
The school has worked hard during the last few
years to raise pupil's attainment, particularly in oracy in writing.
The school has successfully introduced a new
commercial literacy project particularly to target those pupils
identified as not making enough progress because of poor skills
of word building. The intensive programme is highly structured
and is delivered at a rigorous pace for pupils who are regularly
withdrawn from literacy lessons. Inspection evidence indicates
that during these lessons pupils work very hard, are well motivated
and find learning a rewarding experience, which effectively raise
their self-esteem. As a result the less confident including those
with SEN or English as an additional language make good progress
and achieve well.
Standards on English have improved in 2004 over
those gained in 2003; one factor in this improvement is the school's
recent emphasis on the subject [English] and the acquisition of
a commercial scheme.
Greenwich Pilot Study
Evaluation of Pilot Study
by Professor Kathryn Riley
SUMMARY
Children following the RML programme who started
at the beginning of the school year with either average or below
average levels in literacy skills achieved significantly higher
scores on a reading accuracy assessment at the end of the school
year than children following the National Literacy Strategy.
University of Leicester
Interim Report
Dr Morag HunterCarsch
Very broadly, and in summary, it can be stated
at this point that in addition to the extensive initial testing
of selected pupils from nine schools and interim testing of two
schools, qualitative data gathered from teacher's meetings, school
visits and interviews with staff from the initial seven experimental
schools (six primary and one secondary) suggest that the RML programme
is having a strongly positive impact on all concerned.
The analysis of the qualitive data for the current
project suggest that the RML programme has not only excellent
face validity but it also appears to promote and sustain positive
attitudes on the part of those involved in teaching the RML programme.
It appears that the investment in training and shared awareness
of the "whole-school" approach desired by the programme
originator is proving to be important and beneficial in bringing
about increased attentiveness and interest in literacy learning
on the part of pupils.
Additionally, learning support staff and some
parents of the experimental group have spontaneously commented
on their observations of the positive impact of RML.
Hackney EAZ report
The best outcomes of RML for teachers and learners,
include the following:
It has led to a very sound grasp
of phonics theory by teachers and support staff.
Finger spelling has had a marked
effect on raising pupils' phonemic awareness.
It has led to improved behaviouras
well as reducing potential disaffection, RML has raised the emphasis
on behaviour which is much improved due to the expectation of
listening.
Skinners is the one secondary school in the
project, initiated independently of the EAZ but recently the recipient
of retrospective funding. All year 7/8/9 students falling below
a reading age threshold are withdrawn from timetable for the first
period of each day, and work on RML 2. The head and teachers are
very committed to the programme, which they say has been more
successful than any other they have tried, and have largely overcome
the reluctance of colleagues who lose teaching time with these
students in their own subjects where they fall in period 1. The
students spoken to are generally very positive, and recognise
the difference it has made to them . . .
Other subject teachers in the school report
that the RML pupils display greater confidence and motivation,
and that they complete more homework. These pupils have started
to work as reading mentors with year 3 children in a neighbouring
primary school:
It has been characterised by a transfer
of skills into other areas of curriculum.
The training for staff is excellent
It has led to improved staff working
practices and more consistent approaches.
It has raised the esteem of primary
helpersthey have moved beyond behaviour management into
a really professional role.
Managing helpers has been good professional
development for teachers.
Children are much more focussed on
learning.
LEICESTER
School | L 2+ RW
| L 2B+ RW | L 3+ RW
|
MF 2b+ gains 26% | |
| | | |
|
2003 | 90 | 86
| 67 | 74 | 28 |
36 |
2004 | 100 | 100
| 93 | 95 | 52 |
52 |
BR 2b+gains 30% | |
| | | |
|
2003 | 56 | 62
| 42 | 44 | 9
| 13 |
2004 | 88 | 84
| 72 | 58 | 26 |
14 |
CI 2b+gains 20%2003 | 66 |
| 48 | | 5
| |
2004 | 69 | |
68 | | 13 |
|
HI 2b+ gains 7%2003 | 80 |
75 | 72 | 62 | 30
| 15 |
2004 | 92 | 90
| 79 | 68 | 46 |
32 |
MR 2b+ 19% | |
| | | |
|
2003 | 64 | 59
| 41 | 39 | 5
| 0 |
2004 | 75 | 70
| 60 | 38 | 18 |
8 |
HZ* rml from Sept 02 2b+ 31%2002 | 65
| 65 | 54 | 38 |
4 | 8 |
2003 | 74 | 67
| 52 | 48 | 15 |
7 |
2004 | 85 | 84
| 73 | 69 | 23 |
19 |
HR* rml from Sept 02 2b+ 6%2002 | 89
| 95 | 70 | 49 |
11 | 11 |
2003 | 88 | 83
| 73 | 63 | 19 |
15 |
2004 | 92 | 85
| 76 | 58 | 16 |
14 |
IA* rml from Sept 02 2b+rise 16%2002 | 52
| 52 | 39 | 25 |
11 | 0 |
2003 | 72 | 63
| 52 | 35 | 5
| 4 |
2004 | 74 | 76
| 55 | 46 | 16 |
8 |
| | |
| | | |
WALSALL
ES 2b+ gains 28%
Panda
Level | 2003 | 2004
| Level | 2003 | 2004
|
2c | 77% | 97%
| L2+ | E | E |
2b | 62% | 90%
| L2b | E | B |
2a | 23% | 30%
| L3 | C | B |
3 | 13% | 17% |
| | |
RD 2b+ gains 22% | |
| | | |
Level | 2003 | 2004
| Level | 2003 | 2004
|
L2+ | 93% | 100%
| L2+ | C | A* |
L2b+ | 65% | 87%
| L2b+ | E | A*
|
L3 | 17% | 37%
| L3 | E | C |
NW 2b+ gains 30% | |
| | | |
Level | 2003 | 2004
| Level | 2003 | 2004,
|
L2+ | 49% | 68%
| L2+ | E | A* |
L2b+ | 25% | 55%
| L2b+ | E | C |
L3 | 5% | 13% |
L3 | E | A |
| | |
| | |
READING
GR 2b+ gains 22%
Level | 2003 | 2004
| Level | 2003 | 2004
|
L2+ | 83% | 86%
| L2+ | B | A* |
L2b+ | 52% | 74%
| L2b+ | D | C |
L3 | 7% | 15% |
L3 | E | A |
| | |
| | |
READING
BC 2b+ gains 16%
Level | 2003 | 2004
| Level | 2003 | 2004
|
L2+ | 78% | 88%
| L2+ | E | B |
L2b+ | 61% | 77%
| L2b+ | C | A |
L3 | 33% | 41%
| L3 | B | A |
| | |
| | |
OLD TRAFFORD
OT 2b+ gains 16%
READING
Level | 2003 | 2004
| | | |
L2+ | 79 | 81%
| | | |
L2b+ | 50% | 70%
| | | |
L3 | 2.5% | 20%
| | | |
| | |
| | |
READ WRITE
INC BY
RUTH MISKIN
READING RESULTS
Enfield
CH 2b+ gains 27%
Key Stage 1 | 2002
| 2003 |
| 2004 |
| 2+ | 2B+ |
2+ | 2B+ | 3 | 2+
| 2B+ | 3 |
English-Reading | 73% | 58%
| 82% | 75% | 16%
| 92% | 85% | 32%
|
| | |
| | | |
| |
Tower Hamlets
C B 2b+ gains 28%
Key Stage 1 | 2002
| 2003 | 2004
|
| 2+ | 2B+ |
2+ | 2B+ | 2+ |
2B+ |
English-Reading | 78.1 | 56.3
| 97 | 62.1 | 96.2
| 84.6 |
C G 2b+ gains 21% | |
| | | |
|
Key Stage 1 | 2002
| 2003 | 2004
|
| 2+ | 2B+ |
2+ | 2B+ | 2+ |
2B+ |
English-Reading | 78.1 | 56.3
| 90 | 69 | 85 |
76.7 |
KN 2b gains 7% (already at 93%) |
| | | |
| |
Key Stage 1 | 2002
| 2003 | 2004
|
| 2+ | 2B+ |
2+ | 2B+ | 2+ |
2B+ |
English-Reading | 93.1 | 93.1
| 93 | 69 | 100
| 100 |
SL 2b+ gains 41% | |
| | | |
|
Key Stage 1 | 2002
| 2003 | 2004
|
| 2+ | 2B+ |
2+ | 2B+ | 2+ |
2B+ |
English-Reading | 67.9 | 39.3
| 96 | 66.7 | 84
| 80 |
WD 2b gains 23% | |
| | | |
|
Key Stage 1 | 2002
| 2003 | 2004
|
| 2+ | 2B+ |
2+ | 2B+ | 2+ |
2B+ |
English-Reading | 82.6 | 56.5
| 76 | 55 | 79.3
| 79.3 |
| | |
| | | |
Bow Boys Tower Hamlets
PILOT STUDY OF FIRST DRAFT RML 2 (Further developed into
Read Write Inc 2)
Year 7 | Reading ageSeptember 2002
| Reading ageSeptember 2003 | Months gained
|
| -6 yrs | 7:10 yrs
| 22 |
| -6 | 8:03
| 27 |
| 7:01 | 9:09
| 32 |
| 7:04 | 8:06
| 14 |
| -6 | 7:11
| 23 |
| 7:07 | 8:11
| 16 |
| 6:10 | 7:11
| 13 |
| -6 | 7:11
| 21 |
| 7:04 | 9:08
| 28 |
| 8:02 | 11:03
| 37 |
| 8:01 | 9:09
| 20 |
| 9:05 | 12:10
| 41 |
| 7:08 | 9:02
| 18 |
| 8:00 | 9:11
| 23 |
| -6 | 8:04
| 28 |
Year 8 | 7:08 | 9:05
| 21 |
| 7:07 | 8:06
| 11 |
| 8:01 | 11:02
| 37 |
| 9:02 | 10:01
| 11 |
| 8:09 | 9:06
| 11 |
| 8:11 | 10:03
| 16 |
| 7:01 | 9:07
| 30 |
| 8:09 | 10:05
| 20 |
| 8:06 | 9:08
| 14 |
| 7:07 | 9:03
| 20 |
| 8:04 | 10:01
| 20 |
| | |
|
We used the Suffolk reading test. These are comprehension
ages, not decoding. All of the students could decode perfectly
by the end of the programme.
The students who had a reading age of nine years and above
were recommended for the programme mainly because of extreme spelling
difficulties. It was thought they would benefit and they did!
7 February 2005
|