{"id":191,"date":"2022-12-06T10:26:48","date_gmt":"2022-12-06T10:26:48","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/?page_id=191"},"modified":"2025-06-25T11:35:33","modified_gmt":"2025-06-25T10:35:33","slug":"educational-research-reading","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/educational-research-reading\/","title":{"rendered":"Educational Research – Reading"},"content":{"rendered":"

Link<\/span>\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nPrioritisation-activity (2).pdf<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nThe-Arduous-Eight (1).pdf<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nReading-list (1).pdf<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nResearchEd-Home-CTRG (1).pdf<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n6-steps-to-closing-the-reading-gap (1).pdf<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n3rd Level Reading Benchmarks.pdf<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nReading for Information P1-S3.doc<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nreading strategies research.pdf<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nReading-Fluency_Misconceptions-1.0.pdf<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nPreparing for Literacy EEF<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nImproving Literacy in Key Stage 1 EEF<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nImproving Literacy in Key Stage 2 EEF<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nReading comprehension strategies EEF<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nReading strategies research<\/span><\/b><\/a>\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\nReading house EEF<\/span><\/b><\/a>\u00a0<\/span><\/b>\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span>Recent research from the National Literacy Trust shows that a mere 1 in 8 disadvantaged children own a book<\/span>.<\/span>\u00a0<\/span><\/p>\n

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.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span>Reading is a complex skill, requiring coordination of several cognitive processes. To access this type of text, pupils need the \u2018<\/span>mechanics\u2019 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 <\/span>reading house<\/span><\/a> model (adapted from Hogan, Bridges, Justice and Cain\u2019s 2011 publication)<\/span>\u00a0<\/span><\/p>\n

Preparing for Literacy Seven: Recommendations to support improving early language and literacy<\/a><\/strong><\/p>\n

This guidance report offers early years professionals seven practical evidence-based recommendations to provide every child\u200a\u2013\u200abut particularly those from disadvantaged homes\u200a\u2013\u200awith a high quality and well-rounded grounding in early literacy, language and communication.<\/p>\n

Improving Literacy in Key Stage 1: Eight recommendations to support the literacy of 5\u200a\u2013\u200a7 year-olds<\/a><\/strong><\/p>\n

This report is part of a\u00a0series 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\u00a0and 7\u00a0in 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\u200a\u2013\u200a11\u00a0years), supporting language and literacy development in the early years (ages 3\u200a\u2013\u200a5\u00a0years), and improving literacy in secondary schools.<\/p>\n

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\u00a0\u200b\u2018<\/span>lever points\u2019 where there is useful evidence about language and literacy teaching that schools can use to make a\u00a0significant difference to pupils\u2019 learning.<\/p>\n

Improving Literacy in Key Stage 2: Seven recommendations to improve literacy teaching for 7\u200a\u2013\u200a11 year-olds<\/a><\/strong><\/p>\n

This report offers seven practical, evidence-based recommendations\u200athat 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.<\/p>\n

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\u00a0series 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.<\/p>\n","protected":false},"excerpt":{"rendered":"

Link\u00a0 \u00a0 Prioritisation-activity (2).pdf\u00a0 \u00a0 The-Arduous-Eight (1).pdf\u00a0 \u00a0 Reading-list (1).pdf\u00a0 \u00a0 ResearchEd-Home-CTRG (1).pdf\u00a0 \u00a0 6-steps-to-closing-the-reading-gap (1).pdf\u00a0 \u00a0 3rd Level Reading Benchmarks.pdf\u00a0 \u00a0 Reading for Information P1-S3.doc\u00a0 \u00a0 reading strategies research.pdf\u00a0 \u00a0 Reading-Fluency_Misconceptions-1.0.pdf\u00a0 \u00a0 Preparing for Literacy EEF\u00a0 \u00a0 Improving Literacy in Key Stage 1 EEF\u00a0 \u00a0 Improving Literacy in Key Stage 2 EEF\u00a0 \u00a0 Reading … Continue reading Educational Research – Reading<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":11264,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-191","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/wp-json\/wp\/v2\/pages\/191","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/wp-json\/wp\/v2\/users\/11264"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/wp-json\/wp\/v2\/comments?post=191"}],"version-history":[{"count":16,"href":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/wp-json\/wp\/v2\/pages\/191\/revisions"}],"predecessor-version":[{"id":763,"href":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/wp-json\/wp\/v2\/pages\/191\/revisions\/763"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/in\/pase\/wp-json\/wp\/v2\/media?parent=191"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}