FURTHER READING/SUPPORTING DOCUMENTS
Recent research from the National Literacy Trust shows that a mere 1 in 8 disadvantaged children own a book.
Then when you explore school attainment, you can see the gap and the daily damage that is suffered by many pupils. When you consider that only 73% of pupils leaving primary school reached the expected level for reading in 2019, it is clear that many of those pupils will struggle to access the secondary school curriculum.
Reading is a complex skill, requiring coordination of several cognitive processes. To access this type of text, pupils need the ‘mechanics’ of word reading sorted: decoding, fluency, and more. To fully grasp the text, they also need to know most of the vocabulary. They need to understand the grammar and syntax. They must learn how to connect ideas as we read. (The reading house model (adapted from Hogan, Bridges, Justice and Cain’s 2011 publication)
Preparing for Literacy Seven: Recommendations to support improving early language and literacy
This guidance report offers early years professionals seven practical evidence-based recommendations to provide every child – but particularly those from disadvantaged homes – with a high quality and well-rounded grounding in early literacy, language and communication.
Improving Literacy in Key Stage 1: Eight recommendations to support the literacy of 5 – 7 year-olds
This report is part of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pupils between the ages of 5 and 7 in Key Stage 1. However, it may also be applicable to older pupils who have fallen behind their peers, or younger pupils who are making rapid progress. Separate reports cover recommendations for effective approaches for improving literacy in Key Stage 2 (ages 7 – 11 years), supporting language and literacy development in the early years (ages 3 – 5 years), and improving literacy in secondary schools.
This second edition presents the same recommendations as the first, but offers additional examples, explanations and resources to provide direct paths of action from the evidence-based guidance to classroom practice. The recommendations represent ‘lever points’ where there is useful evidence about language and literacy teaching that schools can use to make a significant difference to pupils’ learning.
This report offers seven practical, evidence-based recommendations that are relevant to all pupils, and particularly to those struggling with their literacy. To develop the recommendations, we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching.
This second edition of the guidance report presents the same recommendations as the first but also offers additional examples, explanations, and resources to support educators to put the recommendations into practice. The report is one of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pedagogy and approaches to support the literacy development of pupils between the ages of seven and eleven in Key Stage 2. However, teachers may also find it useful for older pupils who have fallen behind their peers, or younger pupils who are making rapid progress.
