The Impact of Using Literacy Gold Where Pupils are Behind in Reading
| 2020 Trial | ||
| Avg Reading Improvement | 12 Months | |
| Length of Intervention | 3 Months | |
| Research Design | One group pre-test/post-test study | |
| Age Range | KS1, KS2 (6 - 11 year olds) | |
| Inclusion Criteria | Pupils were all identified by their SENCO as having a reading age of at least 12 months behind their chronological age | |
| Result | On average pupils’ reading accuracy improved by 12 months over the 3-month period. The Ratio Gain shows Remarkable Impact |
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| No. of Pupils | 402 pupils from 49 schools | |
| Test Used | New Salford Reading Test | |
2020 Trial
Executive Summary
Engaging Eyes is an online intervention for pupils aged 6 years and upward who are struggling to learn to read or to read fluently. It focuses on the visual difficulties experienced by these pupils; the inability to sustain convergence and control eye movements when reading. The intervention significantly improves the control of the eye muscles by the use of computer generated 3D games and eye tracking activities. This requires minimal supervision by a teaching assistant.
In this evaluation, the intervention was intended to be delivered through 10-minute sessions every day over a period of 3 months for Primary pupils (KS1&2). Pupils were eligible if their reading age was at least 12 months behind their chronological age. No other eligibility criteria were applied, for example there was no requirement to suspect the pupil had vision problems, nor was anyone disqualified because they had a vision problem (other than a diagnosed squint). It measured the impact of the study in 2 areas. The first being improvement in reading age, the second improvement in reading speed.
The study took place over one term, finishing at Christmas 2019. This report looks at the impact of this intervention.
This is the second study into the impact of Engaging Eyes. The first was carried out in July 2018, involving 40 pupils. This study has 211 pupils in 40 schools. The study was funded by Dyslexia Gold as part of a study into the impact of the one of the programs that form the Dyslexia Gold Reading Bundle; Engaging Eyes and Fluency Builder.
Key Conclusions
- 99% of struggling readers cannot sustain convergence (focus both eyes on the same point for a period of time).
- Reading Age improves, on average, by 12 months for Primary (KS1&2).
- The Ratio Gain (RG) for Engaging Eyes is 4 for Primary (KS1&2). This means they made 4 months progress for every month played.
- 188 Pupils reading speed was measured pre and post intervention. Reading speed increased, on average, from 45 to 60 words per minute.
- The intervention is suitable for pupils with English as an Additional Language (EAL).
What impact did it have?
91% of children made progress. 9% made no progress, despite playing a significant number of times.
Of those that did make progress, the RG was ‘Remarkable’ given the short trial period.
Feedback from teaching staff and pupils was positive. The children found the games fun to play. They needed minimal input from teaching staff. Children were motivated to participate and enjoyed the gaming aspect to the intervention.
Improvement in Reading Age after Playing for 3 Months
An average RG of 4 was achieved after playing an average of 45 times.
Our pupils have enjoyed this program and have been engaged and enthusiastic all the way through. The results show that the pupils have all improved their reading ages and their fluency scores
Rosie Hemmings, Bollington St John's Primary
Average Improvement: 14 months
The headline from us is that ALL children made at least double rate of progress. Feedback from the children was largely positive. 'I liked it, it was fun' They liked whack the alien, 'I like playing the real game at the fair' 'I liked how fun it was to get the alien'.
Kim Exelby, Easingwold CP School
Average Improvement: 16 months
How secure is this finding?
The primary analysis was carried out over a sample of children, from KS1&2. There was no control group to compare the data. 402 children from 49 schools have provided data for this stage of the trial.
Data provided was excluded for one or more of the following reasons:
- Pupils were not 12 months behind in reading (187 excluded)
- Pupils who did not play more than 30 times (179 excluded)
A total of 213 were excluded from the trial due to the above reasons. Some had overlapping reasons.
The feedback from schools was positive. All these pupils had regular attendance, and none were in the early stages of English acquisition. They were all significantly behind in reading, despite the schools’ best efforts including catch-up literacy interventions.
Pupils' reading ages were assess using the New Salford Reading Test at the start and end of the trial. Pupils' reading speeds were assessed using a one minute reading speed test.
Introduction and Methodology
The programs have not changed since the 2018 research. The methodology used for the 2020 research was the same.
Sample Size
402 pupils from 49 schools took part in the trial. There was no control group for this trial.
Outcomes and Analysis
Analysis
The primary aim of the analysis is to assess whether the intervention has had any significant impact on pupils' literacy, as measured by the post-intervention test scores.
The average Ratio Gain using the Reading Age improvement for the 3-month period was 4 for KS1&2.
The range was between 0 months and 34 months.
The secondary aim was to consider the impact of the intervention on reading speed. The average reading speed at the start of the trial was 45 words per minute. Following the intervention, reading speed improved to an average of 60 words per minute, a 72% improvement. Not all children completed the post-trial reading speed test.
Conclusion
Engaging Eyes is a low-cost intervention requiring minimal teaching support. It is designed to be played for a whole year. Children enjoy the games aspect of the intervention and look forward to playing. Progress is linked to the number of times played and, as with all interventions, commitment is needed from the school to run the intervention on a daily basis to make the quickest progress.
Once the intervention is complete, there is no requirement to repeat.
An RG of 4 is achievable over 3 months. It is a suitable intervention for pupils with EAL.
It is not suitable for children with severe SEND needs, such as those unable to work independently for 10 minutes at a computer. However, it is particularly suitable for pupils with dyslexia, dyspraxia, ADHD and ASD.