As educational professionals, we are used to hearing, seeing and reading many claims about what can happen as the result of a new intervention. I won’t ever say that the Readit2 one-to-one reading programme can solve 100% of any problem, however what I do know from my own research and observations is that it has made a positive difference.
- Readit2 will inspire reading leaders to think about how and what they do with children, particularly those from disadvantaged backgrounds. The programme supports and mentors the readers with skills to enable them to develop and grow. It provides a framework and a strong emotional reason for disengaged parents to engage in reading with their children.
- Educational leaders face increasing challenges to ensure that all children learn to read. Receiving literacy-orientated pre-schoolers ready to learn to read will raise both the reception baseline on entry and the EYFSP data. It’s the best way to spend your Early Years Pupil Premium.
- Children who have missed pre-school, arrived from elsewhere, or who would benefit from continued support from the Readit2 programme can have this as well – it could seamlessly transfer into school.
- Reception children’s baselines higher as they show an increased understanding of books and reading and are more ready to learn to read.
- Parental engagement increased as children ‘become easier to parent’ – developing sustained involvement through experiencing a daily one-to- one reading experience.
- More children arriving in reception with a knowledge and love of books.
- A lowering of the numbers of children entering school with limited vocabulary.
- A narrowing of the gap between lower and higher-attaining children.
- More disadvantaged children with the pre-literacy skills their peers have.
More schools and settings have trained their staff in the Readit2 approach, and are now observing the results – pre-school children developing an emotional bond with books and reading, all ready to enter school as reading equals.