ReadingWise Decoding
Seventeen infant and primary schools were involved and took part in a UK government-funded randomised controlled trial to investigate the impact of the ReadingWise Decoding Programme on reading ages. ReadingWise Decoding is an online, personalised programme that uses a range of techniques to accelerate reading proficiency. It trains teaching assistants to work with groups of 10 pupils. The cohort of children involved was composed of those struggling to read at the expected level. Further qualitative measures were used, including staff and pupil surveys. At the interim stage, the programme delivered a statistically significant improvement to the intervention group’s (n=163) reading ages when compared to the control (n=131). The mean increase in reading age in the intervention group was 86% greater than the control group (9.8 months compared to 5.3 months). If it were the case that the divergence continues, the impact would quickly double. The survey data suggested overall satisfaction with the training and the programme with all staff considering supporting the further use of the programme and 94% of pupils indicating that they would recommend the programme to other pupils. 50% of staff running the intervention had received reports of the programme improving pupils’ work back in mainstream lessons. 87% of pupils said they enjoyed reading more after doing the programme. In summary, the programme delivered strong, statistically significant impact and was well received by both staff and students. The teaching assistant and small groups model allows considerable cost efficiencies and best use of existing resources.
Seventeen infant and primary schools were involved and took part in a UK government-funded randomised controlled trial to investigate the impact of the ReadingWise Decoding Programme on reading ages. ReadingWise Decoding is an online, personalised programme that uses a range of techniques to accelerate reading proficiency. It trains teaching assistants to work with groups of 10 pupils. The cohort of children involved was composed of those struggling to read at the expected level. Further qualitative measures were used, including staff and pupil surveys. At the interim stage, the programme delivered a statistically significant improvement to the intervention group’s (n=163) reading ages when compared to the control (n=131). The mean increase in reading age in the intervention group was 86% greater than the control group (9.8 months compared to 5.3 months). If it were the case that the divergence continues, the impact would quickly double. The survey data suggested overall satisfaction with the training and the programme with all staff considering supporting the further use of the programme and 94% of pupils indicating that they would recommend the programme to other pupils. 50% of staff running the intervention had received reports of the programme improving pupils’ work back in mainstream lessons. 87% of pupils said they enjoyed reading more after doing the programme. In summary, the programme delivered strong, statistically significant impact and was well received by both staff and students. The teaching assistant and small groups model allows considerable cost efficiencies and best use of existing resources.
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