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10th September 10
Trail : home / Primary National Strategy / Literacy : Intervention Programmes

Intervention Programmes

Early Literacy Support Materials

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The new ELS materials are now available.They have been revised to bring them into line with the objectives in the Primary Framework for Literacy, 2006 and with the recommendations of the Independent Review into the teaching of Early Reading (Rose 2006). They are aligned with the Primary National Strategy (PNS) publication Letters and Sounds: Principles and Practice of High Quality Phonics (00282-2007BKT-EN) and are compatible with other approaches to, and programmes for, early reading and phonics, which follow similar principles.  More emphasis has been given to reinforcing the systematic teaching of phonics and applying the ‘simple view of reading’.
Click here for a link to the materials.

You can also order a copy from:
DCSF Publications Centre
PO Box 5050, Annesley, Nottingham, NG15 0DJ
Tel: 0845 60 222 60
Fax: 0845 60 333 60
Textphone: 0845 60 555 60
Email: dcsf@prolog.uk.com

Ref: DCSFS00767-2007

ELS Record Sheet |
ELS Record Sheet : Word file (67.1k)

Intervention is most effective when the impact, attendance of children and outcomes are closely monitored. This record sheet can help evaluate the ELS programme.

Year 3 Literacy Support

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Year 3 Literacy Support (Y3LS) is a 'Wave 2' intervention programme designed for use in Year 3 for pupils assessed by teachers as being at risk of underachievement and likely to benefit from a limited period of targeted support designed to enable them to reach age related expectations. The materials consist of detailed sessions designed for use by trained Teaching Assistants working in close partnership with class teachers, together with guidance on implementation and pupil progress tracking.

Further Literacy Support Teacher's book |
Further Literacy Support Teacher's book : Adobe Acrobat file (946.5k)

Further Literacy Support resource pack
This material offers support and guidance for teachers and practitioners but must be viewed in the context of the recommendations of the Rose Report (March 2006) and the renewed literacy framework. The searchlight model of reading has been superseded by the new conceptual framework - the simple view of reading - which is described in detail in Appendix 1 of the report. All references to the 'searchlights' model therefore should be interpreted in the light of the simple view of reading referenced in the Rose Report.