Presentation on theme: "Raising Standards with Bug Club Kate Ruttle St Mary’s Church of England Academy."— Presentation transcript:
Raising Standards with Bug Club Kate Ruttle St Mary’s Church of England Academy
St Mary’s and Bug Club St Mary’s adopted Bug Club in Summer Term 2012 as main guided reading scheme throughout school School added two year groups from R – Y4 to R – Y6 and we wanted to promote reading throughout our new, enlarged age range Academy status meant we wanted something different.
200+ new titles commissioned since the introduction of synthetic phonics. Reception to Year 6 Small steps, gradual progression Wordless books to high level 5 Fiction, non-fiction, comics, poetry and plays Trade and TV links On-line world Why Bug Club?
Summer Holiday trial School is two-form intake Classes rarely split for new academic year One class of year 2 children were given access to Bug Club online in July 2012 for summer holidays. The other class had no access during the holiday
Research Question Does having access to e-reading books for the summer holidays ~ limit the Y3 dip? ~ impact on standards? ~ mean that children read more during the summer?
Research design Class 1: Given access to Bug Club electronically for summer holidays Big Class Launch Letters to parents
Research Design Class 1Class 2 ~ 15 boys ~ 12 girls Y2 SATS score in reading ~ 13 boys ~ 15 girls Y2 SATS score in reading 1Bllll1Bl 1Alll1Alll 2C lllll ll 2Blllll l2Blll 2Alllll lll2Alllll l 3Clllll3Clllll ll 3Bl l APS for class15.2APS for class15.5
Bug Club is the first reading scheme to combine printed books with an online world.
All Bug Club and Phonics Bug books are available as e-books.
Child’s Home Page Child takes control They choose from books which have been pre-selected by the teacher
Child can listen to a good model of page being read aloud.
Some books have editable text so the child can write their own version of the book.
There are quizzes throughout which test children’s
sensitivity to language.
Research design Class 1: Children’s access and interaction was monitored weekly/ fortnightly during summer holidays Answers to, and engagement with, quizzes were looked at New books were allocated where necessary
Research Outcomes Class 1Class 2 ~ 15 boys ~ 12 girls June 2012 Nov 2012 ~ 13 boys ~ 15 girls June 2012 Nov Blllllll1Bll 1Alllllll1Allllllll 2Cl lllll llllll 2Blllll llllll2Blll 2Alllll llllllll2Alllll lllll 3Clllllllll3Clllll lllllll l 3Bllllll l3Bllllll 3Al APS: 15.2APS 16.9APS: 15.5APS: 16.1
Research Outcomes Class 1Class 2 ~ 15 boys ~ 12 girls Progress made: June – November boys girls total ~ 13 boys ~ 15 girls Progress made: June – November boys girls total dipped =8412= sub-level sub-level6713 APS improved by 1.7APS improved by 0.6
Research Outcomes Progression: ~ Overall, children reading more confidently at 2A/ 3C were most likely to make progress from June - November ~ Children reading at 2C were most vulnerable to ‘dip’ ~ Class 1 has a more even spread with some children at all levels improving;
Research Outcomes ~ 24 children (89%) in class 1 accessed at least once a week. ~ All of the children who made 1 sub-level progress in class 1 (15 children) also accessed
Triangulation Data- PERA ~ PERA (Phonics and Early Reading Analysis. Pub: Hodder. 2012) was given to 6 children in each class: ~ 2 higher attainment (3C) ~ 2 middle attainment (2B) ~ 2 lower attainment (1A) Total of 12 children tested ~ PERA has parallel tests. ~ Children were tested during final two weeks of summer term and during first two weeks of autumn term.
Triangulation Data -PERA Class 1Class 2 July September ChildReading Age Reading Age ChildReading Age Reading Age Low Boy6:86:9Low Boy6:35:10 Low Girl6:26:4Low Girl6:56:2 Mid Boy7:67:10Mid Boy7:77:5 Mid Girl7:37:10Mid Girl7:27:0 High Boy7:107:10+High Boy7:107:9 High Girl7:10+ High Girl7:10+7:9
Triangulation Data -PERA All PERA children in class 2 experienced a ‘dip’ during the summer holidays -1 to -5 months No PERA children in class 1 experienced a ‘dip’ All PERA children in class 1 accessed Bug Club at least once a week These increases did not all equate to improved levels (4/6 gained a sub-level) but there were no dips.
What they said Parents’ comments were all variations on a theme of: ~ “I liked the books.” ~ “It was good to know that we were practicing reading books at the right level.” ~ “The summer holidays is too long without changing reading books. This was much better.” ~ “We liked doing the quizzes.”
What they said Children’s comments were more varied: ~ “I liked the books.” ~ “I wanted the rewards.” ~ “Mummy said I had to read every day.” ~ “It was cool reading books that I already read at school.” ~ “I liked it when the computer read the book to me.”
What they said ~ “I liked it when the questions are on the computer because sometimes I like to think about the answer.” ~ “I think I’m better than when I was in Y2.” ~ “Sometimes in the holidays I forget how to read but this time I didn’t.”
Summary of Progress For the whole classClass 1Class 2 APS progress sub- level progress56% (15)46% (13) Maintained levels44% (12)43% (12) Dipped011% (3) For 6 children (21-22%) in each class: Average progress in PERA+2.7 months-2.5 months Span of progress in PERA+1 to +6 months-1 to -5 months
Research Question Does having access to e-reading books for the summer holidays ~ limit the Y3 dip? Evidence that the Class 1 didn’t experience a dip. Causation or correlation? ~ impact on standards? Class 1 class made better progress than class 2. Causation or correlation? ~ mean that children read more during the summer? No evidence gained. But most of the Class 1 children and their parents accessed and enjoyed it.www.bugclub.co.uk
Outcomes There are many influences on children’s progress in reading other than access to but evidence from this trial suggests thatwww.bugclub.co.uk The anticipated Y2-Y3 ‘dip’ was not experienced by any members of Class 1 but was by some children in class 2; Bug Club was used regularly by 89% of children in class 1 during the summer. 79% of the class still access it at least weekly.
Outcomes The parents appreciated access to appropriately levelled reading books during the summer holidays; Children enjoyed using and some were able to recognise that their reading improved- or at least that they didn’t ‘forget how to read’.www.bugclub.co.uk Y3 teachers were able to use the data available to them to check: – Who had used – Strengths and weakness in comprehension
Outcomes Enabling access to forwww.bugclub.co.uk Class 1 was win-win: ~ the children enjoyed it ~ the parents appreciated it ~ even if we can’t prove causation, we can say there was correlation with improved standards.