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With the knowledge that early disadvantages and disparities can impact greatly upon a child’s entire education, it is difficult to comprehend that over 28% of children still start primary school without the communication skills needed to fully engage in the classroom.The devastating impact of early attainment gaps has recently been highlighted by the education secretary Damien Hinds.

“When you are behind from the start you rarely catch up! Your peers don’t wait, the gap just widens. This has a huge impact on social mobility.”

With literacy skills playing a crucial role in enabling children to access the curriculum, it is widely recognised that there is a strong correlation between literacy, attainment, and behaviour. The academic isolation associated with low literacy levels can impact greatly upon a child’s self esteem and sense of wellbeing; these problems can then manifest themselves in a variety of different behavioural issues.

Teachers have worked tirelessly for years to improve literacy, however, identifying children who struggle is currently a long and resource intensive process. The nature of literacy itself, a skill which involves a complicated interplay between many different cognitive and linguistic processes, makes testing extremely difficult.

Current methods of assessing reading, including screening tests for phonics, often don’t take into account the full range of cognitive processes involved, which means it can take lots of time for teachers to collect the evidence-based information they need to back up their professional judgements.

“We can assess children without adding to the work load of the class teachers, with the intention of also providing effective interventions for the teachers again without creating unnecessary admin.”

In a matter of minutes our assessment can give teachers a unique insight into reading, which can help them provide the tailored support pupils require much earlier in their education. Requiring little administrative in put, its ongoing use makes it easy for schools to monitor every pupil’s progress in reading, narrow the attainment gap, and improve literacy levels across the board.

 

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Lexplore Testimonials

Headteacher

Jayne Mullane • Mersey Vale Primary School

“We have found the results of the screening confirm and back-up other assessments that we carry out in school as well as highlighting some children (particularly girls and those who use coping strategies to present as confident readers) who may have a reading difficulty that has not previously been recognised.

The screening process is quick, straightforward and easy to manage within the normal day-to-day organisation of school. The presentation of results is clear, visual and easily accessible both with regard to whole class/ school outcomes and individual results. We especially like the ability to watch the actual recording of eye-movement whilst hearing the child read aloud.

We are impressed by the privacy of the results which require appropriate security measures to access. The results have enabled us to plan more targeted intervention and adapt quality first teaching to meet the needs of all children.

We are planning to use the results within forthcoming transition meetings between class teachers. Feedback from children was really positive and they are looking forward to the next screening sessions.”

Bernadette McLean

Independent child literacy expert • Former principal of the Helen Arkell Dyslexia Centre

“Current reading assessments are simply not good enough. When we look at a standard test score in isolation, it tells us that a child can’t read. It doesn’t tell us why that child can’t read. Lexplore gives us much more than a simple score or percentile, making it easier for teachers to uncover the potential reasons why a child cannot read.”