Reading Rescue (Reading Rescue), a research and evidence-based programme for struggling readers (Ehri et al., 2007; Miles et al., 2018), was developed by an academic in response to the cost and lack of explicit letter, phonemic awareness and phonics instruction in Reading Recovery. Reading Rescue represents a pathway from research to practice. An…

Background: In England, instruction in systematic synthetic phonics is the first approach to teaching children to read words. There is little research exploring what makes successful training for phonics teaching despite evidence teachers' subject knowledge is limited. There is a persisting problem of underachievement in reading in some regions of…

There are many established reading strategy training programmes, which explicitly teach strategic and meta-cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta-cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate…

There is now a strong evidence base from theory and research providing a "template" to inform practice at Wave 2, guiding the design and implementation of time-limited effective early intervention programmes for pupils identified as "at risk" of reading difficulties following initial literacy instruction (Rose, 2009). In…

This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short…

Finds that the effectiveness of the "Pause, Prompt, and Praise" procedure varied according to the method of analysis used: subjective interpretation of gain scores indicated that the procedure was the most effective treatment for both tutees and tutors; the ANOVA indicated that the tutoring experience was effective; whereas the more rigorous…

Describes pilot research that informed the early stages of development of the Catch Up Programme, a literacy intervention designed for children who are behind with reading at the start of Year 3 (7- to 8-year-olds). Finds a considerable increase in pupils' reading ages across a 10-week period. Finds similar results in another small study. (RS)

Discusses implementation of the Literacy Hour in small rural schools in England. Notes that the study supports evidence from national United Kingdom data that progress in literacy was made during the first year in which the Literacy Hour was operative. Shows that reading scores provide only a partial picture and that progress in writing may be…

Present studies using the RITA (Readers' Interactive Teaching Assistant) computer-based literacy support system. Notes that the RITA system assists, rather than replaces, the teacher in providing support tailored to each child's profile of reading attainments. Suggests that computer-assisted reading support can be effective in supporting children…

Notes that multimedia computer programs may provide promising opportunities for the training of initial reading and spelling skills. Examines a recently-developed program's efficacy and impact on the motivation of the users. Finds that the amount of non-task directed behavior of those who had practiced with the computer significantly decreased…

Reports on the initial implementation of the Success For All (SFA) reading/school improvement program in inner city primary schools in Nottingham, England. Finds students made as much progress in one term in reading as they would normally make in one year; and their motivation, behavior, attitude to and skills in learning also increased. (RS)

Describes a parent/school reading program in which parents were encouraged to increase the amount of time spent reading with their children at home. Notes that the school provided easily accessible reading materials, suggestions for encouraging reading at home, prizes and special activities. Concludes that program participants demonstrated a…