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Best Evidence Encyclopaedia |
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Success for All
Provides schools with a reading curriculum for pupils aged
5-11 that focuses on phonemic awareness, phonics,
comprehension, and vocabulary development, beginning with
phonetically-controlled mini-books from the age of 5-7.
Co-operative learning is extensively used with all ages.
Tutoring is provided to struggling readers, and parent
involvement is encouraged.
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Rising Marks, Falling Standards |
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The
Government’s mistake in backing just one horse becomes even
more apparent when one considers the array of alternatives
available, many of which seem more promising in cost/benefit
terms. One such alternative for literacy is ‘Success For
All’ (SFA).
Aside from the unique programme design, SFA has also been
subjected to academic research including large-scale
comparisons with other competing projects. One of the
best examples of this is a collection of five independent
reviews that compared SFA to other reading intervention
programmes. Not only was SFA ranked top and awarded the
highest rating for effectiveness in every single comparison,
it also had the largest number of supporting studies that
met each review’s admissibility criteria (in one review, SFA
had three times more studies rated as ‘conclusive’ than any
other programme).1 The only independent review to cover both
SFA and RR found the former to be more effective.
The preventative approach of SFA results in fewer pupils
being placed in ‘special education’ classes thanks to an
emphasis on early identification and targeted support. As a
consequence of this, SFA costs over £1,850 less for
low-achieving pupils than standard education practices. |
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FastTrack Phonics Quality
Assurance |
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Social Market Foundation
report
Fade or Flourish:
How primary schools can build on children's early progress.
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"The Success for
All programme is conspicuous for employing all of the strategies
mentioned under the Institute of Education's "curriculum",
"pedagogy" and "assessment" categories, and so worth further
examination."
"Emphasis on
speaking and listening skills, to complement reading and
writing, could also be developed. This is because a focus on
speaking and listening is a component of the successful SFA
programme; it has been recommended by the Rose Review; and it
must also usually be delivered via small group and co-operative
learning, which have the additional benefits of improving a
child's social and interpersonal skills."
Click
here to view the full report
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University
of Warwick An
Evaluation Summary: |
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"The main impact of SFA is in the effective development of literacy as evidenced by
increased SATs levels at all the schools and improvements at each key stage (1 and 2)."
"In all four schools the opinions and evidence gathered confirmed that the SFA
programme and SFA team had significantly added to the quality of work
across the whole school, specifically in the areas of literacy and reading
development; commitment to learning and behaviour.
Click
here to view the full report
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University
of Hull The National Literacy Strategy:
missing a crucial link? A comparative study of the
National Literacy Strategy and Success for All |
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"The inclusion of all pupils: the NLS schools referred to ‘matching pupils
needs’ as a ‘key weakness’. In contrast, the SFA schools referred to the ‘inclusion of
all pupils in active learning in literacy’ with issues of ability and gender being well
addressed."
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SFA in England Implementation and Outcomes of a
Comprehensive Literacy Reform for Primary Schools |
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