RRiPLLe

Furthering RR teachers expertise to support class teachers and TAs. A key focus is on sharing the Quality First teaching message in building layers of good literacy teaching to meet children's needs. more

Fischer Family Trust Wave three

Delivered by experienced TAs working one-to-one with a Year one or Year two child for 15–20 minutes a day for 10–20 weeks. For children who do not yet have the skills to access the ELS programme. more

Early Literacy Support

Taught by a specially trained TA in small groups using scripted, structured materials. Aimed at children in Year one who have already had access to synthetic phonics teaching at Foundation Stage. more

Better Reading Partners

Aimed at children who can, with appropriate support, become effective readers. It involves one-to-one time with a trained TA or volunteer for 15 minutes three times a week over a 10-week period. more

Talking Partners

Trained partners work with groups of three children for 20 minutes, three times a week for 10 weeks, helping them to learn to listen more actively and how to talk for a range of purposes. more

Read more

Every Child a Reader (ECaR) annual report 2009-10(1.02Kb)
The engagement of parents and carers(0.10Kb)
Effective LA management of Every Child a Reader and Every Child Counts(0.07Kb)
Effective school management in ECaR(0.09Kb)
Guidance on consortium working(0.08Kb)
ECaR layered approach(0.41Kb)

Every Child a Reader (ECaR)

Every Child a Reader (ECaR) is a school wide early literacy strategy for raising attainment in Key Stage 1, through a layered approach to intervention, with Reading Recovery at the core.

The overall aim of ECaR is that, by the end of Key Stage 1, struggling readers and writers are able to achieve in line with age-related expectations or better. Further to this, it provides a professional expertise in schools to enhance literacy standards of all pupils.

What is the layered approach to intervention?
ECaR supports high-skilled Reading Recovery teachers in England to work one-to-one with children aged five or six, who are the lowest literacy achievers after their first year of school.

Schools are able to capitalise on the professional development provided to Reading Recovery teachers, to advise, mentor and support others in the school with responsibilities for children's literacy, including class teachers, teaching assistants and parents through lighter touch interventions.

ECaR supports schools to make sound judgements in selecting interventions for use; in matching children to appropriate interventions to meet their needs and in monitoring and evaluating the effectiveness of provision.  An enhanced level of professional training for Reading Recovery teachers (RRiPLLe) enables schools to assess and address the literacy needs of the school through an action research approach.

Quality first teaching –The effective inclusion of all children in a daily high quality literacy teaching. The simple view of reading focuses on word recognition and on language comprehension, with a sound base in synthetic phonics.

Group interventions - Additional small-group intervention for children who can be expected to catch up with their peers as a result of the intervention delivered by a teaching assistant.

One-to-one teaching - Specific targeted approaches for children identified as requiring intensive support. The most intensive element of ECaR is the Reading Recovery intervention, delivered by a trained Reading Recovery teacher.

Which interventions does ECaR recommend?
Schools may use any interventions with proven effectiveness for the children to whom it is provided.  Some examples of interventions successfully used by ECaR schools include:

  • Talking Partners
  • Better Reading Partners
  • Early Literacy Support (ELS)
  • Fischer Family Trust (FFT) Wave 3
  • Reading Recovery