Teachers reported LIT facilitated healthy debate, increased pupil confidence and promoted independent learning, but not for pupils with underlying cognitive issues¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers felt LIT facilitated 'healthy debate', increased confidence in struggling pupils and promoted independent learning, but did not work well for children needing intensive vocabulary support. → Crawford and Skipp 2014

Evidence¶

Crawford and Skipp 2014¶

Claire Crawford, Amy Skipp. (2014). LIT Programme Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581139

q2 · i? · qualitative · r2

Process evaluation findings from a web-based survey of all participating schools and 15 follow-up depth interviews with treatment schools, analysed using Framework qualitative methods. These are teacher perceptions, not measured outcomes.

"Teachers felt that the programme facilitated ‘healthy debate’ within the classroom, increased confidence in pupils who struggled with core literacy skills, and promoted independent learning. However, they did not feel it worked well with children with underlying cognitive issues requiring intensive vocabulary support."

Discussion¶

Related Claims¶

• Participating staff held positive perceptions of Switch-on, reporting increased pupil confidence, motivation and interest in reading — related
• The LIT programme showed no statistically significant impact on reading ability at the Year 7 year-group level — related