In 2003/4 a large randomised control trial (RCT) of Reading Intervention was undertaken in North Yorkshire primary schools that focused on children with poor reading skills. Over 600 children in Year 1 were screened to identify those with the weakest reading levels. A modified form of Reading Intervention was delivered by trained teaching assistants. Delivered sessions included group work (phonological elements) alternating with individual sessions (reading elements) The experimental group received 20 weeks of intervention whilst the other group received 10 weeks. The experimental group made significant progress with a gain of 7.8 standardized score points in reading (British Ability Scales Word reading test) over the 20 weeks. On average, the children were lifted into the average range.
Hatcher, P.J., Hulme, C., Miles, J.N.V., Carroll, J.M., Hatcher, J., Gibbs, S., Smith, G., Bowyer-Crane, C. & Snowling, M. (2006) Efficacy of Small Group Reading Intervention for Beginning Readers with Reading-Delay: A Randomized Controlled Trial. Journal of Child Psychology and Psychiatry,47(8), 820-827
Studies and ongoing data collection has demonstrated the success of the Reading Intervention (RI) approach. North Yorkshire Children and Young People’s Service rolled out RI across their schools and the vast majority of participating pupils showed significant progress in reading and writing. (Gibbs & Smith, 2006) North Yorkshire and Cumbria continue to use RI as their main intervention for pupils who are experiencing difficulties with reading. In North Yorkshire RI is used successfully at both primary and secondary level and is seen as one of the most effective interventions available. (www.interventionsforliteracy.org.uk )