The power of early intervention in reading

Closing the disadvantage gap by halving the number of pupils who are behind in reading.

Case study school outcomes

Below expected and Phonics not passed
% pupils who were 'Below Expected' in Reading and % pupils who had not passed phonics.
39%
Similar schools
19%
Case study outcomes
Below expected, end Year 2
11%
National
5%
Case study outcomes
Phonics not passed, end Year 2
Below expected in Reading
% pupils who were 'Below Expected' in reading at the end of Year 2: disadvantaged and non-disadvantaged.
46%
National
21%
Case study outcomes
Disadvantaged
27%
National
17%
Case study outcomes
Non-disadvantaged

Read the case study

The power of an intensive reading programme for struggling readers in Year 1 and 2: A case study from the Apex Project

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    References

    Early literacy impact on long(er) term outcomes part 1 and 2:

    Beynon, K. (2023). Early literacy skills and long(er) term outcomes: part one - FFT Education Datalab. View

    Beynon, K. (2023). Early literacy skills and long(er) term outcomes: part two - FFT Education Datalab. View

    FFT Reading intervention Programme Impact:

    Bibby, A., Charman, P., Fischer M., and Hilton, E. FFT Tutoring Data Impact Report: 2021 – 2022. View

    Ross, S. M., Laurenzano, M., & Madden, N. A. (2017). An evaluation of the Lightning Squad computer-assisted small group tutoring program on the reading achievement of disadvantaged students in grades 1-3. Center for Research and Reform in Education Johns Hopkins University.

    Xue Wang, Amanda Neitzel & Nancy Madden (2024): Lightning Squad: Assessing the Dosage Effect of Computer-Assisted Tutoring with Cooperative Learning for Struggling Readers, Journal of Education for Students Placed at Risk (JESPAR), DOI: 10.1080/10824669.2024.2388242

    Special Educational Needs and season of birth:

    Campbell, T. (2021). Special Educational Needs and Disabilities within the English primary school system: What can disproportionalities by season of birth contribute to understanding processes behind attributions and (lack of) provisions? View

    Disadvantage Gap:

    Education Policy Institute. (n.d.). Annual Report 2024. View

    Thomson, D. (2022). The Importance of Early Literacy - FFT Education Datalab. View

    Thomson, D. (2024). How attainment gaps in literacy change over time - FFT Education Datalab. View

    Reading Fluency:

    Fischer, M. Hilton, E. and Thomson, D. (2024) Low oral reading fluency at the end of Key Stage 1. View

    Hilton, E., Fischer, M., Charman, P., Plaister, N., Thomson, D., and Rastle, K. (2024). Measuring reading fluency during primary education. View

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