Secondary Literacy Evidence Reviews
Below are the three evidence reviews conducted by Coventry and Johns Hopkins universities, which informed our Improving Literacy in Secondary Schools guidance report. You can access the report here.
Robert E. Slavin Cynthia Lake Amanda Inns (Johns Hopkins University, USA) Ariane Baye Dylan Dachet (University of Liège, Belgium) Jonathan Haslam (Institute for Effective Education, England)
This paper reviews research on outcomes of writing programmes for students in Years 3 to 13 in England, or grades 2 to 12 in the US. Studies had to meet rigorous standards of research including use of randomised or well-matched control groups, measures independent of the programme developers, researchers, and teachers, and adequate sample size and duration.
Dr Helen L Breadmore Dr Emma J Vardy Dr Anna J Cunningham Dr Rosa KW Kwok Professor Julia M Carroll (Centre for Advances in Behavioural Science, Coventry University)
This review provides an evidence base for decision-making during literacy education. The reviewers identify key skills that must be in place to enable children to reach their optimum potential and highlight where weakness can suggest a need for extra support.
Ariane Baye (University of Liege, Belgium) Robert E. Slavin Cynthia Lake Amanda Inns (Johns Hopkins University, USA) Jonathan Haslam (Institute for Effective Education, England)
This review of the experimental research on secondary reading programmes focuses on 69 studies that used random assignment (n=62) or high-quality quasi-experiments (n=7) to evaluate outcomes of 51 programmes on widely accepted measures of reading.