Literacy Gold's Impact on Reading
Trial Implementation
Schools were asked to identify pupils who were significantly behind in reading. Pupils were eligible to participate in the trial if their reading age was at least 12 months behind their chronological age.
Throughout the trial period, pupils engaged with the programs independently, requiring minimal supervision from teaching staff. Pupils played the programs for 25 minutes, 3-5 times a week.
Reading age was tested at the beginning and end of the trial.
| Avg Reading Improvement | 10 Months improvement in 10 Weeks | |
| Research Design | Burt Reading Test at start and end of study. | |
| Age Range | KS1, KS2 (6 - 11 year olds) | |
| No. of Pupils | 38 pupils from 9 mainstream primary schools | |
| Inclusion Criteria | Pupils were all identified by their school as having a reading age of at least 12 months behind their chronological age | |
In the autumn term of 2024, from mid-September to 1st December, 38 pupils from across 9 mainstream primary schools in England and Wales played Engaging Eyes and either Reading Unlocked or Fluency Builder. This was implemented as an intervention which took place a minimum of three times a week.
Pupils who played both Engaging Eyes and either Reading Unlocked or Fluency Builder, at least 3 times a week, improved their reading by an average of 10 months over the 10-week trial. (Range 0 to 32 months)
Feedback from the Schools...
Thank you very much for letting us participate in the project. Really impressed with their results and we are pleased with how much their reading has improved.
The children enjoyed the programme and were mostly independent by the end. Initially, an adult was needed to sort some teething problems, but once they understood what to do, they were mostly independent.
They loved the glasses!
Llinos Rowlands,
Additional Learning Needs Co-ordinator
Ysgol Hiraddug, Dyserth, Wales
The Literacy Gold intervention with Year 5 and 6 children was a highly effective program that supported their literacy development both in and out of the classroom.
The children enjoyed the sessions because they could learn together while progressing individually, with an adult supervising to ensure they were confident and comfortable with their tasks.
A particular favourite was Engaging Eyes, a fun, game-based activity where they could compete against each other, adding excitement and motivation to their learning.
Fluency Builder and Reading Unlocked enabled children to demonstrate noticeable progress in their reading during whole-class activities, boosting their confidence and sense of achievement.
One standout success was a Year 6 student who began the intervention with a reading age of 8 years and 3 months. By the end of the program, his reading age had improved significantly to 10 years and 10 months. His class teacher has observed a remarkable improvement in both his attainment and progress, highlighting the positive impact of this intervention.
Laura Currás,
SENCO
Holy Cross Catholic Primary
Literacy Gold is a powerful tool to support pupils’ reading and fluency.
Pupils responded really well to the activities and happily attended each session. They were motivated by their results, which they could see for themselves and enjoyed the certificates that they earned. We were extremely pleased with the progress that the vast majority of pupils made, during their trial.
Case Study
Child A had a reading age of 8y 3m at the start of the programme and by the end she had a reading age of 10y 7m. Her chronological ages is 10y 11m.
She had a positive attitude towards the programme from the start and memorised her log in so that she could carry on working from home, before we even shared the log ins for home practice. She could see her progress throughout the programme and was delighted to be building her reading skills. This has boosted her confidence and demonstrated that she can make progress, which is pushing her on in her Year 6 studies.
Case Study
Child B had a reading age of 8y and 5m at the start of the 12 week programme and completed the programme with a reading age of 11y 0m.
His parents were concerned that he has dyslexia so we trialled the screener and his result was ‘on the fence’. It was clear from running the programme that the pupil was easily distracted. However, his focus improved and his reading age rocketed. His parents were delighted.
Cath Mann,
Executive Headteacher
St. Andrew’s CE Primary School, Enfield
I would like to thank you for including me in this research project it has been well accepted by the teachers within school as an intervention that makes a difference and the children really like the different programs and activities.
The program has been easy to manage and run.
Children's results have increased and their improved reading ability has impacted their choice of ambitious vocabulary and helped to develop their writing skills.
The SENCO has extrapolated results and used them for individual plans, she has also spoken about Literacy Gold at some length to her peers. She has been impressed with the graphics and mentioned how these simple graphics have aided learning.
Parents have been happy to do this program with their children at home and have seen how the confidence in their children has developed.
The intervention is easy to manage, and now children are familiar with the program they are almost self contained in their intervention. This has freed up other times for support.
The children enjoy the program especially the engaging eyes and will quite happily go onto the program, many also go on it independently at home.
I have been able to put people on the program and target specific needs tracking, reading, phonics, spelling, comprehension.
My y6 cohort have asked to be part of the spelling and superstars so that they can independently support their learning for SATs.
The head teacher was happy to purchase the program as he could see that it represented good value for money.
Tina Bishop,
Deputy Head
All Saints CofE Primary School, Great Oakley
