My enquiry plan – first draft


What’s the problem? Reading attitudes in children involved with inclusion service – i.e. attending an inclusion base.

How are practitioners supporting?

Are there strategies we are not using, which may support.

Negative reading attitudes –> decreased reading attainment –> impact on learning in school, life-long learning, attainment gap, life chances, job opportunities

Many children attending inclusion base have negative experiences of school. Literacy often a trigger for behaviour/refusal. Reading often not viewed positively. Attainment gap, especially following Covid lockdown. Children attending assessment placements – focus on reading, writing and numeracy.


NIF – improvement in attainment, particularly in literacy and numeracy, and closing the attainment gap. This is more important than ever following the predicted widening of the attainment gap due to the impact of the Covid-19 pandemic (Markowitz, 2020).

One of Dumfries and Galloway council’s priorities is to “Provide the best start in life for all our children” with a further statement to “Raise ambition and attainment, in particular to address inequalities”. The service improvement plan for the inclusion base aims to “provide excellence and equity for pupils through raising attainment in Numeracy and Literacy, by using individualised assessments and to provide smart planning based on assessment results”.

What’s already known? Google scholar, EBSCO – research literature review.

Qualitative approach as focusing upon opinions and beliefs through interviewing colleagues (inclusion practitioners)

How will you know what happened? The aim is to create a bank/toolkit of strategies that are and can be used within an inclusion base setting.

Toolkit will be created through staff interviews on their belief and strategies.

Change will be measured via scaled entry and exit surveys with the children undertaking an inclusion placement (six week placements in the first instance).

Pupil voice collected about which reading strategies are used with them/ what helps promote a love of reading

Implement the idea

What happened? What data did you collect?

Practitioner opinions – strategy bank

Pupil voice – comments, scaled surveys

PM benchmarking – at start and end of placement

What does that tell you?

The strategy bank will help collect and collate a range of strategies we can use to promote positive reading attitudes.

Pupil voice will record what strategies work, surveys will record how effective our strategies are and PM benchmarking will provide tangible quantifiable results on impact upon attainment.

What have you learnt? How are you going to change your practice?

Using a wider range of strategies to help promote reading attitudes.

How will you share? Who:

  • needs to know? – Inclusion practitioners, area team manager, education officer
  • would like to know? – Headteachers, mainstream teachers
  • can also learn from your enquiry? mainstream teacher


What’s already known?

Article one:

Jang, B. G. & Henretty, D. (2019) Understanding Multiple Profiles of Reading attitudes among adolescents. Middle School Journal, Vol. 50(3) pp. 26-35.

This journal article discussed four attitudinal profile of recreational readers which were digital leaning/print averse reluctant readers, avid digital readers, avid print readers and digital leaning reluctant readers. They then discussed the various teaching and learning strategies used by practitioners and suggest which strategies fit which profile. I feel this is relevant particularly now as many of the reading surveys/studies carried out previously focus on print books and the attitudes surrounding these whereas (particularly during the global pandemic) much of the work being undertaken in schools and as home learning is becoming increasingly digitalized. Particularly in my context, going digital and offering digitalized reading opportunities may be the way forward for us as a service.


Article two:

Erickson, J. D. (2019) Primary Readers’ Perceptions of a Camp Guided Reading Intervention: A Qualitative Case Study of Motivation and Engagement. Reading and Writing Quarterly, Vol. 35(4), pp. 354-373.

This article was based on exploring why reading attitudes decline throughout elementary school, which is broadly similar to my experience within Scottish schools. Much of the previous research tends to focus on older children whereas Erickson (2019) focusses on younger children, specifically in terms of the effects of decreased motivation upon achievement. The study particularly resonated with me as it discussed children’s attitudes to participation in a reading intervention scheme, which is an issue that I may expect to encounter i.e. refusal to participate.