Sentences with phrase «literacy hour»

This is an adaptable resource that can be used during literacy hour in a classroom or in the school library.

But they also gave us the top down literacy hour, they have us academisation and they gave us performance related pay.

The effects, researchers said, were comparable in magnitude to those seen after the introduction of the literacy hour in the 90s.

The resources also allow teachers to deliver robust storytelling workshops to Key Stage 1 and 2 pupils during Black History Month or Literacy Hour

These resources give teachers the opportunity to introduce diverse cultures in the literacy experience of peoples during the literacy hour in general or during Black History Month in particular.

This confirms that the stronger performance of NLP schools after the literacy hour's adoption was not attributable to preexisting differences in achievement.

As mentioned, the literacy hour represents a change in how reading and writing are taught, rather than an increase in the time devoted to the subject.

Over the following two years, the percentage of students achieving level 4 increased by 11 percentage points in schools already using the literacy hour, against only 8 percentage points in the comparison schools.

One might instead suspect that the literacy hour could lead to positive spillovers due to complementarities between pupil subject areas and associated teacher practice.

The «literacy hour» was introduced in a select group of primary schools in September, 1996, as part of England's National Literacy Project.

The higher performance of students in schools using the literacy hour, coupled with the fact that this difference continues to be observed even after taking into account other differences among schools, makes us reasonably confident that we have pinned down the effect attributable to the policy.

In fact, we found that exposure to the literacy hour significantly improved students» reading and English achievement, with bigger gains for boys than for girls.

For reading, the literacy hour raised boys» mean percentile reading scores by somewhere between 2.5 and 3.4 percentile points and raised the percentage achieving level 4 or above in Key Stage 2 English by between 2.7 and 4.2.

After taking into account all these characteristics, schools using the literacy hour outperformed comparison schools by 2.4 percentile points in reading and by 3.2 percentage points in the share of students achieving level 4 in English at Key Stage 2.

They are also particularly notable since almost certainly the same teachers were teaching literacy before and after the introduction of the literacy hour.

The results we report here are consistent with the literacy hour's having played an important role.

Finally, one might worry that the literacy hour takes teaching effort and resources away from other subjects and that this indirect cost effect (via substitution) should be taken into account in a cost - benefit calculation.

Thus it appears that the literacy hour was more effective for boys and as such, reduced the gender gap at primary school.

Though we consider potential spillover effects on other subjects later in this story, it is important to note that the literacy hour represents a change in the way literacy skills are taught rather than an increase in time devoted to the subject.

Finally, we show that the long - term benefits of the literacy hour exceed its costs by a large margin.

From any perspective, the earnings effect of boosting age 10 reading scores is considerable - and the costs of the literacy hour minimal.

That is what we asked of the literacy hour.

The English performance of British primary - school students has improved considerably since the literacy hour was introduced (see Figure 1).

While these relative gains made by schools using the literacy hour are suggestive, it is important to consider whether they may have reflected other differences between the two groups of schools.

The «literacy hour» was introduced in a select group of primary schools in September, 1996, as part of England's National Literacy Project (NLP).

These cost - benefit calculations make the literacy hour an attractive alternative to several other popular policy proposals that have been subjected to rigorous analysis.

While reducing class sizes and increasing teacher quality have also been estimated to increase student achievement by roughly 0.1 standard deviation, the costs of such programs far exceed those of the literacy hour program, which focuses only on changing teachers» practices.

To examine the possible effects of the literacy hour on mathematics, we simply repeat our main analysis, but focus this time on the percentile mathematics score and whether the student obtains level 4 or above in mathematics.

At the selected schools the literacy hour was first introduced to staff by the headmaster and chair of governors, then at a training week for designated key teachers and program coordinators.

The total annual cost of the literacy hour was # 2.5 million (about # 2.8 million in 2001 prices), or # 25.52 per pupil in the participating schools.

The literacy hour might also have caused teachers to reevaluate their teaching methods in other subjects and change their approach in those other subjects.

A simple comparison of the scores of schools in the program and the comparison LEAs suggests the literacy hour may have played a role in this general improvement.

The National Literacy Project, of which the literacy hour was a key component, was meant to beef up the National Curriculum, a detailed course of studies that had been introduced in England and Wales in 1988.

We therefore also analyzed the effect of the literacy hour on the percentage of students achieving level 3 and level 5.

Aimed at children from 5 to 11 years of age, the literacy hour spurned the passive (or quiet) approach to reading used in many classrooms in the United States and Britain and brought a great deal of precision to the task of instruction, mainly with a tightly organized and strictly managed program.

Our analysis has identified a significant impact of the literacy hour on reading and English achievement.

These results suggest, if anything, a complementary impact of the literacy hour on English and mathematics.

Our study of England's literacy hour suggests that it does.

Though we have concentrated our analysis of the NLP's impact on English performance on the percentage of students performing at grade level at Key Stage 2, it is also important to ask whether the literacy hour improved literacy for students performing at lower levels or, conversely, whether attempts to improve basic literacy might have harmed better - performing students.

Guidance on content was set out in the «framework for teaching,» given to all literacy hour instructors.

One of the more interesting findings from our analysis of the NLP data was the effect the program had on the so - called gender gap: boys benefited more than girls from the literacy hour.