Combating the effect of school closures on reading attainment through research-based practice strategies
Written by: Lucy Harps
4 min read
Lucy Harps, Key Stage 1 Primary School Teacher, Westroyd Primary School, UK
A report from the Education Endowment Foundation (EEF, 2021) found that young people’s achievement in reading and maths was significantly impacted by the COVID-19 pandemic, contributing to an even wider attainment gap for disadvantaged pupils. The EEF also found that children who receive free school meals gain slightly greater benefit from a phonics intervention than children who do not receive free school meals. The cost of this type of intervention for schools is also extremely low. This could be due to the intensive and targeted nature in which phonics is usually taught. This is just another reason why I chose the area of phonics to work on first within my current disadvantaged demographic. When I secured an NQT position in a school that served an extremely disadvantaged demographic, I knew that I would have to fill in any gaps in my practice by engaging with research and translating it into my classroom
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