IMPROVING LITERACY IN KEY STAGE 2

1 IMPROVING LITERACY IN KEY STAGE 2. Guidance Report CONTENTS. AUTHORSHIP Foreword 2. This guidance report was written by Professor Steve Higgins, Thomas Martell, Dr David Waugh, Summary of recommendations 4. Peter Henderson and Professor Jonathan Sharples. Introduction 6. Recommendations L LITERACY Recommendation 1 Develop pupils' language capability to support their reading and writing 8. This guidance report is one of several resources that the EEF has produced on the theme of LITERACY . Recommendation 2 Support pupils to develop fluent reading capabilities 10.

2 Recommendation 3 Teach reading comprehension strategies through modelling For more on LITERACY from the EEF please visit: and supported practice 12. Recommendation 4 Teach writing composition strategies through modelling and supported practice 14. Recommendation 5 Develop pupils' transcription and sentence construction skills through extensive practice 16. Recommendation 6 Target teaching and support by accurately assessing pupil needs 18. Recommendation 7 Use high-quality structured interventions to help pupils who are struggling with their LITERACY 20.

3 Acting on the evidence 22. How was this guidance compiled? 23. Glossary 24. References 26. The citation for this guidance report should be Education Endowment Foundation (2017). IMPROVING LITERACY in Key STAGE 2, London: Education Endowment Foundation.'. Education Endowment Foundation IMPROVING LITERACY in Key STAGE 2 1. FOREWORD SUMMARY OF RECOMMENDATIONS. Good LITERACY skills provide us with the building blocks This report is part of a series providing guidance on This Education Endowment Foundation (EEF) guidance report contains seven recommendations regarding the not just for academic success, but for fulfilling careers LITERACY teaching.

4 It builds on the recommendations teaching of LITERACY to pupils aged between 7 and 11. and rewarding lives. Yet despite our best efforts, a presented in our IMPROVING LITERACY in Key STAGE One disadvantaged child in England is still more than twice report, but is specific to the needs of pupils at Key The recommendations are arranged in five groups relating to: as likely as their classmates from more advantaged STAGE 2. At Key STAGE 2, pupils are consolidating their homes to leave primary school without reaching the LITERACY skills, building their vocabulary and developing expected levels in reading and writing.

5 Their fluency and confidence as speakers, writers and speaking and listening;. readers of language. While many of the strategies At the Education Endowment Foundation, we believe and examples presented in this report are similar to the best way to break this link between family income those in the Key STAGE 1 guidance report, they are and educational attainment is through better use of often more complex and multi-staged, reflecting the reading;. evidence: looking at what has and has not worked increasing depth and breadth of pupils' knowledge and in the past can put us in a much better place to judge skills.

6 Pupils will be using strategies with increasing what is likely to work in the future. independence and sophistication, and will increasingly be able to combine them. But it can be difficult to know where to start. There writing;. are thousands of studies of primary LITERACY teaching I hope this booklet will help to support a consistently out there, most of which are presented in academic excellent, evidence-informed primary system in papers and journals. Teachers are inundated with England that creates great opportunities for all children, information about programmes and training courses, regardless of their family background.

7 All of which make claims about impact. How can assessment and diagnosis; and anyone know which findings are the most secure, reliable, and relevant to their school and pupils? Sir Kevan Collins This is why we've produced this guidance Chief Executive report. It offers seven practical evidence-based Education Endowment Foundation targeted interventions. recommendations that are relevant to all pupils, but particularly to those struggling with their LITERACY . To develop the recommendations we reviewed the best For each recommendation, we have provided a statement regarding the strength of the evidence underpinning that available international research and consulted experts recommendation, and an evidence summary' box that describes the supporting evidence.

8 This statement was to arrive at key principles for effective LITERACY teaching. selected from a series of five possible options, of decreasing strength. The statements range from very extensive'. to very limited'. More information about the process used to create these statements is available in the How was this guidance compiled?' section of the report on page 23. Overleaf is a summary of the recommendations. 2 Education Endowment Foundation IMPROVING LITERACY in Key STAGE 2 Education Endowment Foundation IMPROVING LITERACY in Key STAGE 2 3.

9 1. Develop pupils'. 2. Support pupils to develop 3. Teach reading 4. Teach writing 5. Develop pupils'. 6. Target teaching 7. Use high-quality language capability fluent reading capabilities comprehension strategies composition transcription and support structured to support their through modelling and strategies through and sentence by accurately interventions to reading and writing supported practice modelling and construction assessing pupil help pupils who supported practice skills through needs are struggling extensive practice with their LITERACY Purposeful speaking and Fluent readers can read quickly.

10 Reading comprehension can be Purpose and audience A fluent writing High-quality Schools should listening activities support accurately, and with appropriate improved by teaching specific are central to effective style supports assessment and focus first on the development of pupils' stress and intonation. strategies that pupils can apply writing. Pupils need to composition diagnosis should be developing core language capability and both to monitor and overcome have a reason to write because pupils' used to target and classroom teaching provides a foundation for Fluent reading supports barriers to comprehension.