Thursday, November 11, 2022
Lexonik Have Been Given a Glowing Score Card by the National Literacy Trust
Lexonik, a leading provider of literacy and learning programmes, has been found by the National Literacy Trust to have significantly increased the reading level of learners[1], to have improved confidence in students, and to have enhanced teachers’ ability to support their pupils.
The research was commissioned by Lexonik back in September 2021, against a backdrop of growing fears within schools about falling attainment in reading and literacy.
Many school leaders had become increasingly concerned that the Covid pandemic had stunted the academic development of children and young people – particularly those from socio-economically disadvantaged areas – and were looking to embrace other ways of aiding pupil progression.
Data collected from 375 students revealed that the median reading age gain over 2.2 months (6 weeks) was as much as 24 months.
Standardised reading scores increased across the various assessed age groups, and scores were seen to have been sustained for a long time after the programme was completed.
In addition, teachers reported students participating in Lexonik’s Advance solution made more progress than their peers and had improved confidence and independence.
A further outcome identified by the National Literacy Team research team was that teaching staff also considered themselves to have gained confidence in supporting children with their reading.
Sarah Ledger, CEO of Lexonik has welcomed the National Literacy Trust’s findings, and says the analysis confirms that it very much is possible to sustainably improve the reading ability and the confidence of students of all ages.
“This report is an outstanding reflection of the Lexonik Advance product, and shows the significant role it has been playing in classrooms throughout the North East,” she said.
“Since Covid, there is no escaping the fact that many teachers – and indeed, parents – have felt concerned about their children catching up academically, and research has consistently shown that literacy skills have been a worry since that period.
“Thanks to National Literacy Trust, we can now evidence just what a positive impact our resource has, not only for young people and their ability and confidence, but for teaching staff too.”
Sarah, who took over the role of CEO from founder Katy Parkinson in February, believes enhancing literacy and education in schools throughout the North East is a key part of what ‘true Levelling Up’ looks like.
She said: “The term ‘levelling up’ gets used so much by businesses and across the spectrum of services here in the North East, but it’s in the classroom that we can really start to make that vital difference.
“It’s today’s school-aged children who we’ll be looking to for the creation and development of future businesses in the North, but who will also be dynamic, engaged and proud employees of all kinds of companies, in all manner of sectors."
“We have to invest now in supporting the progress of our students, and ensuring that our teachers and school leaders also have the tools and the confidence that they need to deliver to – particularly at a time when schools are financially under so much pressure.”
Speaking about their involvement in the production of the report Anne Teravainen-Goff, Evaluations Manager at the National Literacy Trust, said: “This evaluation demonstrates the impact that good quality literacy support can achieve. It shows that it is not only important that we support students to gain the skills they need to succeed in life, but that we also need to create systemic change by providing teachers with continuous professional development and resources."
“We are delighted to have worked with Lexonik to explore the changes their programme can create in schools and see the positive feedback that came through.”
In greater detail, here are some of the findings of the National Literacy Trust evaluation study:
- The median increase in reading age for participating students was 24 months over a 2.2-month period
- On average, standardised scores increased by 7.8 for those aged 11 to 12, by 11.5 for those aged 12 to 13, and by 15.4 for those aged 13 to 14
- The programme was particularly beneficial for students who began with decoding skills below the national average
- Score changes were sustained long after the programme ended
- Over 3 in 4 teachers (77.4%) felt that participating students made more progress than their peers
- More than 1 in 2 (54.7%) had noticed a change in students’ overall confidence
- More than 2 in 5 (44.2%) felt students’ independence had improved
And that’s to say nothing of the additional benefits felt by staff themselves.
Indeed, not only did the research show how much students improved in terms of their academic function and general learning confidence, but teachers also discovered benefits:
- Staff members also benefited from the programme in terms of their own practice and confidence supporting students’ reading
- 9 in 10 (90.2%) felt that the programme increased their confidence to support struggling readers effectively
- Nearly 9 in 10 (89.0%) thought the programme was valuable for their professional development
- More than 9 in 10 felt that they had a better understanding of how to support students’ vocabulary development
- 94.5% also felt the training improved their own understanding of morphemic analysis and vocabulary etymology
- More than 9 in 10 (91.3%) felt that their school was better equipped to support students’ reading overall after taking part in the programme
Lexonik is based in Middlesbrough and currently works with hundreds of schools across the UK, the United States and the Middle East.
As well as working with schools and colleges, Lexonik proudly supports the literacy development of those currently detained in prison, through its unique programme of outreach work.
In addition, the company’s trainers work with businesses throughout the North East to support employers, and their staff, where reading and literacy may be an area of difficulty.
[1] As measured by the decoding subtest of the standardised test
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