This study ran for a single academic year in six secondary schools (three experimental and three comparison) when students were in Year 7. The experimental group were taught three times a day for 15 minutes by classroom assistants who had been trained through a series of half day workshops. The Comparison group were taught through the schools’ usual provision for low attaining pupils in Year 7 which was largely daily small group sessions of approximately half an hour. The results indicated that the experimental group made greater progress than the comparison group in reading accuracy but there were no significant differences in spelling and reading comprehension. This study is unpublished.
