Case studies
Primary 8: A large primary school in a small rural town
Fact file
| Location | South East of England |
| Setting | Isolated community |
| Size | Three form entry |
| Proportion of SEN | Second quintile |
| Pupils eligible FSM | Highest quintile |
| KS2 reading results performance band (similar schools, 2013) | Second quintile |
| KS2 reading results performance band (national, 2013) | Third quintile |
Background
The school bought into the Rhythm for Reading programme on the recommendation of a nearby primary school and as part of an initiative led by their nearby Teaching School Alliance.
Delivery
The Rhythm for Reading programme ran from March to June, 2015. Thirty students from Years 3, 4 and 5 took part in three groups of ten. Each group participated in a ten minute Rhythm for Reading session each week for ten weeks.
Assessment
To measure the impact of the Rhythm for Reading programme on attainment in reading, the school selected four students from each year group for an assessment of oral reading, using the NARA, both before and after the ten-week programme.
Progress report
The average (mean) reading scores from the baseline and follow-up reading assessments were compared. The students had made a strong gain of 6 months in reading accuracy and a dramatic gain of 24 months in reading comprehension after the ten-week programme. They read more slowly (10 months).
Years 5 & 6 student voices
‘Rachel’
The baseline assessment for Rachel in Year 5 showed that her reading accuracy and comprehension age scores were more than two years below her chronological age.
When I’m reading a book, I kind of read faster and I pronounce some words differently now. I feel that I’ve improved a lot in reading.
Dramatic gains occurred in her reading comprehension (57 months) and reading accuracy (10 months).Her overall rate of reading decreased (13 months), because she read two additional passages of greater difficulty in the follow up assessment at a slower pace. However, there had been a strong gain in Rachel’s rate of reading on the first four passages (9 months).
‘Kevin’
In the baseline reading assessment, Kevin, in Year 6 read at an age appropriate pace, but his reading accuracy and reading comprehension age scores were nearly two years lower than his chronological age.
I’m reading better now. I’m understanding more words.
After the ten-week Rhythm for Reading programme, pleasing gains had occurred in Kevin’s reading comprehension (28 months) and accuracy (15 months). There was a small decrease in rate (2 months), as he read a more difficult passage in the follow-up assessment.
The students’ names have been changed to protect their identity.