Both schools and pupils benefit from early intervention…
Although it is widely acknowledged that children starting school behind tend to finish their education in the same position, many of those struggling with reading difficulties are not identified at the earliest stage possible. This is a result of the fact that the current assessments used to identify those struggling are extremely lengthy and resource intensive. As it takes time for teachers to manually evaluate reading and gain the in depth information they need, children struggling often do not receive the tailored support they need immediately.
“This matters, because when you’re 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!” Damian Hinds, Education Secretary
With new research even suggesting that early intervention can help change a child’s brain circuitry, it is important that teachers are given the tools they need to provide pupils with tailored support whilst they are still learning and refining their language skills.
By monitoring spontaneous eye movements our assessment is able to immediately pick up on very minor differences in the way children’s brains process text, determining reading attainment and highlighting those at risk of reading difficulties in a matter of minutes. Not only does the assessment instantly give teachers the in depth information they need to identify those struggling before they have developed full communication skills, but also enables them to closely monitor reading, and the impact of their interventions over time.
As our method only involves a few simple reading exercises it can also accurately determine the reading attainment of those pupils, who have such a low literacy capability they may not be able to participate in paper-based assessments requiring them to write.
By providing intervention recommendations tailored to both support and challenge students in line with their individual needs, our results enable teachers to quickly tailor learning and improve literacy across the board. With a well acknowledged correlation between literacy levels and behaviour, early intervention for struggling students can help increase engagement with the wider curriculum and reduce behavioural problem.