Each year, around one quarter of students do not meet the expected standard in reading by the time they reach secondary school (DfE, 2022). Increasingly, the need for specific intervention in foundational reading skills, such as phonics, has become vital in ensuring that all pupils can achieve academic success across the whole curriculum.
Often, it can be a challenge to find age-appropriate resources and staff that have the knowledge and skills to teach these early reading skills.
Why is Phonics & Decoding so Important?
Learning to read is not a simple task. It is made up of multiple processes and skills that work together to achieve full text understanding.
This is commonly explained by the Simple View of Reading (Gough and Tunmer, 1986) which explains that full reading comprehension is made up of both language comprehension and decoding skills. Deficiencies in any of these core skills can then lead to differing issues in reading accurately and with understanding. Watch the video below to learn more about the Simple View of Reading and how reading can be broken down into these core competencies.
Which Foundational Reading Skills Should Students be Practising?
The basics of reading can be broken down into a few key skills. For non-proficient readers, explicit practice of these core skills is vital, which is why Lexia PowerUp Literacy features each of these skills in the early levels of the Word Study strand:
- Blending: The ability to combine sounds together to read words. This can be practiced by providing students with separate sounds and asking them to blend them together to create words.
- Segmenting: Conversely to blending, students also need to be able to split words into their individual sounds, this is known as segmenting. Practice by listening to words and splitting them up into their individual sounds. This skill forms the basis of spelling.
- Confusable sounds: Often, students come to secondary with some misconceptions and may confuse similar sounding graphemes, causing inaccuracy in their spelling. Practicing distinguishing between these sounds helps to address these misconceptions, empowering pupils to be more precise with their spelling.
- Letter-Sound Correspondence: Once student have a grasp of verbal sounds, introducing the various graphical representations of sounds enables students to apply their knowledge to word-reading. This can then be built upon by breaking up and reading multi-syllabic words.
- Fluency: This skill acts as the thread that weaves all foundational reading skills together, by practicing decoding until it is automatic, fluency is achieved along with the ability to better comprehend text. Revisiting these skills regularly to support automaticity is vital to confident and fluent reading.
The Structured Literacy Approach
PowerUp utilises a Structured Literacy Approach to teach these foundational literacy skills which means it is built on 4 main principles:
- Systematic and Cumulative – Concepts are sequenced in a logical order and builds gradually.
- Explicit – Concepts are taught directly and clearly and each skill is clearly modelled.
- Multisensory – Multiple learning modes are utilised to ensure that all types of learners are catered for.
- Diagnostic – Initial assessment means that content is pitch exactly at the student’s level.
Our Star School for February is…
Bury CE High School, Greater Manchester!
We spoke to Kevin Blood (English and Literacy Learning Mentor) and Natalie Davies (SpLD Teacher/Exam Access Arrangements Assessor), who use the Lexia program with a broad range of students between Year 7 and 11.
How did you first come across the Lexia program and what led to the school’s final decision to purchase?
Natalie: It was me that initially found the program online and was given the task of researching different products. From my research, I found it to be the best in terms of the features it offered and how it could help children at our school. The research was passed on to the previous Head of English who then went on to submit a bid to the Headteacher and Lexia was purchased. We have had the programme around 3 years now. We really rate it!
What do you feel makes Lexia stand apart from other reading skills software products on the market?
Natalie: It’s very targeted. The targeted learning pathways mean that each pupil is doing work that is exactly targeted to them at their level so it’s not too hard. It gives them exactly what they need to know. I think it is also better than other programs out there because it caters to such a wide range of ages and abilities.
Having Core5 aimed at primary level and PowerUp aimed at secondary is a great bonus. Other programs don’t seem to offer that; its usually one program for everyone with sometimes quite ‘babyish’ graphics which aren’t suitable for high school pupils. PowerUp offers the same level of support for our pupil’s but the graphics are more appropriate.
Kevin: Another thing we discussed that made the Lexia program stand out is that it was originally developed in 1984 so it is both long-standing and has updated with the development of new technology. Lexia has set the trend but has also kept right up to date.
What I like about it is that the pupils make progress quickly. We know that practice makes permanence, and Lexia doesn’t let a student move on with an ingrained error. It will always take them back to the skill and enable them to practice it until they get it right.
One of the challenges we have at the secondary level is that, for whatever reason, certain issues can become ingrained. So having Lexia to find those gaps they have and not letting them go until they are corrected is great. The Lexia Lessons are pre-prepared for us to deliver so it is really handy to address needs as and when they arise.
This supports teacher workload especially with all the stresses within the education system at the moment. The Skill Builders are helpful as well. They consolidate knowledge and ground their learning really well.
As Natalie said, it’s age appropriate. The content is right for each year group and having a separate program, dedicated to secondary-age pupils stood out for us. We do have some of our learners that use Core5 as well if they come to us at a lower level and then we can prepare them to access PowerUp when they are ready. We have found Core5 particularly helpful for our pupils with EAL.
One other thing that makes it stand out is that it is looking for learner feedback all the time. We really like to focus on learner engagement as well as it being aligned to the college and career-ready standards. This is especially good for our Year 10s and 11s.
How is Lexia used in your school? Please provide details of your daily routine and how you ensure that you reach recommended usage as well as which pupils use the program in school.
Natalie: We currently have 71 pupils on the program across Years 7 and 11. They access Lexia during form time and they also have a dedicated one-hour session per week with either Kevin or myself.
So the way this works is that there are two 20-minute morning sessions a week per year group. Instead of going to their form class, they come to the library where we can facilitate two groups at a time because it is quite a large space.
For pupils that have been assessed and have been placed in our Urgent Intervention category, they also get an additional hour session a week, on top of the 20 minutes, so they get plenty of time to catch up.
We also send Lexia home as homework which the parents appreciate and the pupils like to do as well. It’s been good to email parents termly reports as it helps to bring up the usage they get at home. If parents get access to the reports, it helps to get them on board as they are more involved with their child’s learning. It is all about communicating with parents.
We have one pupil who has almost finished the program because they have been so engaged with it at home and because we have a good relationship with parents we can pass on that information.
We have found that Lexia can cover a lot of needs in school. We use it for SEN pupils and, as a dyslexia specialist, I have found it helpful to use Lexia to support these interventions too.
We have a large cohort of EAL pupils that it has helped and it has also covered the disadvantage gap too, supporting our pupil premium and Free School Meals students. It covers a wide range of needs and every pupil is getting the support they need.
Describe the impact that Lexia has had on your pupils. Have you noticed a positive change in their motivation to succeed in literacy? Can you give an example of a Lexia success that sticks out to you?
Kevin: Yes, we have. There are a lot of pupils who are currently accessing Lexia that now attend the library during social times and some are now even librarians! We have received positive feedback from teachers, saying pupils are engaging and performing better in lessons, with some pupils volunteering to read aloud who would never have previously. I think that has been a real positive.
Natalie: That is a massive achievement! Having pupils come to our sessions and telling us how they have read out loud in class, I couldn’t believe it! You can really see how it has affected their confidence.
Kevin: The engagement with the library has been very apparent this year, it has recently been improved and as soon as it opened again a lot of our Lexia students were straight in as they now have that confidence to use it.
Natalie: It is great. Having those basic literacy skills has massively brought the students confidence up across the school.
Can you give an example of a Lexia success that sticks out to you?
Natalie: We have had a few that we can think of! One pupil, which we will call A is now in Year 9. When they were in year 7, A’s reading age was 7 years and 9 months. A has been accessing the programme since Y7 and their reading age is now 11 years. They never read aloud when starting at Bury Church and during last year’s school Christmas Carol service, they read out a passage in front of the whole school and staff. A is also now a librarian and, because they have improved their confidence when speaking as well, they regularly volunteer to be a tour guide on Opening Evenings for prospective Y7 pupils and their parents.
Kevin: We have another pupil in Year 9, who we will call M. M came on the radar for intervention after a spring STAR reading assessment this year which gave her a result of 7 years and 7 months. M has been accessing the programme for 7 months during form time twice a week along with a 1-hour lesson per week with me. We recently retested them and their reading age is now 11 years and 5 months. M is now ‘At Benchmark’ and no longer needs to access Lexia. That is such a huge leap in such a short time. I was blown away when I saw the result!
They stand a good chance of accessing the whole curriculum now. One thing I noticed that helped this pupil in particular was the work they did on Greek and Latin roots. Having this knowledge has really opened up a lot of the science curriculum as well as the social sciences. Talking with the student about these concrete examples of where it can be applied to the curriculum made the student understand the benefit of the work they had done.
How have you used rewards to motivate and celebrate success on the Lexia program?
Natalie: We use the Lexia certificates, they are printed off monthly, so pupils’ achievements on the programme are continually reinforced. During the form time sessions, we hand out raffle tickets for pupils who are making good progress and engaging well with the program. On the second session of the week, we do a raffle for each year group and 5 pupils get picked to get a prize!
For small group 1-hour sessions, each student has their own bespoke literacy reward chart and receives stickers for working well which equate to prizes. This works very well. They go mad for it! They always want to show us how many stickers that have gotten each day. It has been a real motivator for them.
How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?
Kevin: The Lexia Parent Reports are very useful for me for informing parents on where their child is up to, and it opens a channel to frequently communicate with parents without adding to teacher workload. I don’t have to go and compose an in-depth report myself, it is all there. They are clear and well broken down and, if there are any questions, parents can get in touch and we can discuss it further.
The Parent Reports also provide an good opportunity to promote home usage in a targeted and focused way. When a report goes back home, it encourages parents to keep their child using Lexia at home because they can see what it is the students need to work on exactly.
The Student Skill Reports are made available to teachers as they come off the programme, so, at that point, quality-first teaching can take place based on the information given which allows for differentiation. It is reinforcing good practice across the whole school.
We log on to myLexia up to 3-4 times a week to check on pupils’ progress and establish if any require further support with Lexia lessons. Lessons are completed during form and small group sessions with specific members of staff. We have found the lessons helpful in informing planning across the school. They are nice and quick to deliver which is particularly helpful during our form group sessions.
Natalie: It is good that the system also provides the answers to the Lessons and Skill Builders as well, especially when you are marking a lot of them at once. It’s a real time-saver!
What main piece of advice would you give to a school that was just getting started with Lexia?
Natalie: I think we both agree that there must be a structured approach to delivering this online intervention. It can’t just be a case of purchasing Lexia and putting pupils in front of a computer. That’s how we have been so successful at this school. You need to make sure that you set specific times, dates, constant monitoring for pupil engagement and the communication with home to promote home access.
The use of prizes alongside the certificates is a big thing that we would recommend. It really helps to motivate the pupils.
We also recommend staff that are using Lexia should complete the training offered by LexiaUK. We found that very helpful at the start to support us navigating through the different systems and finding out about all the features that make life so much easier, like the log in cards. Lexia provides the tools for the structure, you just need to know how to access it and apply it. That’s why the training is so important.
Having consistent staff delivering Lexia is also very important. For example, Kevin and I run the interventions and that works well because we understand the pupils needs and we know how to deliver Lexia effectively. It also helps in building that relationship with your Lexia pupils, because having reading difficulties can make students feel vulnerable and having that rapport can help them succeed. Parents appreciate having a specific person to go to as well.
Kevin: I agree, it all comes down to the structure of it. With limited time, a somewhat rigid structure is what makes it work well. Everything is there, you just need to build a structure and a routine around it.
What feedback have you had from your Lexia pupils?
Natalie: They love it! They are so enthusiastic about it. Quite a few of the pupils have said they like the videos and find them funny. They also really like the streaks, a lot of our kids call them strikes! They get excited when they get a strike! They also like the way they can track their own progress from their Student Dashboard and, of course, they love the certificates!
Do you have any additional comments on why you feel Lexia has been successful in your school?
Natalie: Lexia has had such a massive impact on our pupils and, in a recent Ofsted inspection, we were told that our pupils, from accessing the program and the support we deliver at school that ‘the school has improved its systems to identify the specific barriers that cause some pupils to have insecure reading knowledge.
The support that these pupils receive is effective in helping them to become confident and fluent readers.’ (Ofsted, September 2023) It just shows how much it has actually helped the pupils and, for Ofsted to pick that up, we were really impressed!
Kevin: Just to add a personal note as well; when I was in school, I struggled with reading as well. Reading intervention back then was much more basic but it changed my life. It has inspired me to keep going in my role as I know the impact it has on students’ lives. Us as a staff and Lexia are able to help these kids access a better quality of life. Particularly for pupils that have come from a disadvantaged background, that can make a world of difference.
I appreciate the value that Lexia has brought to our pupils. If I had Lexia when I was a kid, I would have made progress much quicker and may not have felt as self-conscious about reading too!
Step into the Literacy Spotlight
The ability to comprehend and use a rich and diverse vocabulary is paramount for students to access all subjects in the curriculum successfully. A crucial aspect of developing a rich disciplinary vocabulary lies in understanding the morphology and etymology behind many of these academic words. The study of meaningful word parts such as prefixes, suffixes, Latin roots, and Greek combining forms, enables students to build a strong foundation for deciphering unfamiliar words, fostering a deeper understanding of language across various disciplines.
What is Morphology?
At its core, morphology is the investigation of the structure and meaning of words, focusing on their individual components. These components include prefixes, which are added at the beginning of a word; suffixes, added at the end; Latin roots, providing the core meaning of a word; and Greek combining forms, which offer additional depth to vocabulary. An understanding these word parts acts as a toolkit for decoding the academic language that permeates all aspects of the curriculum.
Why Teach Morphology?
Teaching morphology is not just an exercise in linguistic exploration; it is a powerful strategy to enhance vocabulary acquisition. By breaking down words into their morphological components, students gain a set of building blocks that they can apply to unfamiliar terms they encounter. This can have a far-reaching impact on a student’s access to the curriculum, as morphological structures are not confined to a single subject but are pervasive across various disciplines.
How Can I Implement Morphology in the Classroom?
- Make Visual Links – Morphological word parts can be abstract, making it challenging for students to remember them. One effective strategy is to establish visual links by associating these parts with images. Our Core5 and PowerUp program begin morphology activities with simple picture-matching exercises, enabling students to create lasting visual connections that support the retention of this word knowledge.
- Break Down Unfamiliar Words – Encourage students to break down words they come across to increase morphological awareness. Analysing the meaning of word families as well as comparing words with similar components, all foster a deeper understanding of language structure. Both Core5 and PowerUp provide students with opportunities to identify, categorise, and compare word parts, reinforcing their knowledge.
- Use New Word Parts in Multiple Contexts – Implement a school-wide and cross-curricular approach to reinforce the use of new word parts. Encourage students to recognise these morphological elements they discover in various subjects to promote a holistic understanding of language. Core5 allows pupils to apply their knowledge by using morphological word parts in different sentences, while PowerUp challenges students to identify newly acquired word parts in passages of academic text.
Conclusion
Incorporating morphology into vocabulary instruction offers a dynamic approach to enhancing vocabulary skills across the curriculum. By building pupils’ knowledge of morphological structures, and with the help of programs like Core5 and PowerUp, educators can accelerate vocabulary acquisition and empower students to unlock academic language. Morphology is not just a tool for language enthusiasts; it is a key to unlocking a world of knowledge and understanding across a range of different subjects.
Lexia Core5 Reading | Lexia PowerUp Literacy
We are thrilled to announce our first Star School of 2024 is…
Coombe Road Primary School, Brighton!
We spoke to Sheila Walker, who leads on the Lexia program in school. She told us how the Lexia program has been a longstanding fixture in their school and how they have been able to maximise Lexia by using it with their entire Year 2 cohort.
Read the full interview below.
How did you first come across the Lexia program and what led to the school’s final decision to purchase?
We are going back a long way now! I looked into it and, after doing some research and reading some case studies, it seemed like it would have a good impact. Looking into the costs as well and pricing it out per pupil, it appeared to be excellent value.
Once we rolled it out in school, we quickly saw the impact it was having on the children and their progress with reading, so we have stuck with it ever since! We have been using it for about 6 or 7 years now!
What do you feel makes Lexia stand apart from other reading skills software products on the market?
I think the graphics are superior when you look at other providers and the children are really engaged with it. Generally, it reached the majority of all of our children over the years both in terms of engagement and the results. Once children get into the routine, they really love it. It’s been embedded in our day to day school life really well. Parents are aware of it as well. It’s really just part of the school now!
Even with the difficulties with budgets in schools at the moment, it is well worth keeping Lexia because it’s effective.
How is Lexia used in your school? Please provide details of your daily routine and how you ensure that you reach recommended usage as well as which pupils use the program in school.
Currently we are using Lexia with 23 children in Year 1 and 24 children in Year 2. That is the whole of our Year 2 cohort and all but 5 of Year 1 who would struggle to access the system until they reach a higher level of reading.
In our termly progress meetings, we will look at the school data and identify if we want to put any additional students onto Lexia, if they are ready. In these meetings, we may also decide that some children have flown through it and caught up to be age-related in reading so we will remove them from Lexia to free that licence up for another pupil. We can be flexible in that way.
We have a timetabled Lexia slot for each class in the IT suite every day. With each class we have 4 groups working on the online program while 1 group takes part in guided reading with their teacher. This rotates each day so that every pupil gets at least four x 30 minutes sessions per week on average.
For the past 3 or 4 years, we have provided Lexia to the whole of Year 2 and that has had a good impact as they have gone into Key Stage 2, giving them a good grounding of phonics and reading skills. This year, we have also decided to concentrate more licenses to the majority of Year 1 as well to extend that impact. Our hope is that after 2 years of Lexia, the majority of our pupils will be flying by the time they reach Year 3! We have found that using the program with a whole class has been much easier to implement than having just a few pupils from each class. This way we know we are getting the full impact from it.
Describe the impact that Lexia has had on your pupils. Have you noticed a positive change in their motivation to succeed in literacy? Can you give an example of a Lexia success that sticks out to you?
Yes, when a child in the class achieves their next level, we make sure that we celebrate them. They get claps and cheers from their class during the session and a certificate is printed for the Headteacher to present in Celebration Assembly on Friday. They are all very proud when they receive their Lexia certificates and enjoy taking them home to share with parents.
One thing that has really helped all pupils is that, it doesn’t matter which level they are on, the progress is celebrated nonetheless. The children are all genuinely pleased for each other’s achievements so it has helped create a really positive atmosphere.
We have also seen the impact during our termly pupil progress meetings where each child is discussed. It has been really affirming to see the progress seen on the myLexia reports corresponding with teacher’s observations. Even if there is a difference, it can really help us identify where additional support may be needed. On the whole we are finding that it is speeding up their progress to where they need to be.
Can you give an example of a Lexia success that sticks out to you?
I had a child that I used to work with in Year 2 when I was a specialist TA. I worked one to one with pupils on their literacy skills and this pupil in particular had and EHCP for their Speech and Language needs. We began using Lexia as part of his intervention program and by the end of Year 2, he could read every key word right up to year 6! He also got 40 out of 40 when he retook the Phonics Screening test so he was one that really stood out to me as one that Lexia has made a big difference to.
How have you used rewards to motivate and celebrate success on the Lexia program?
In addition to the certificates and celebration assembly, we have found that parent consultations have been effective for motivating pupils. Sharing successes with parents has been helpful for keeping the children going on the program. We also have a house points system so teachers can give out points when a pupil has really excelled on Lexia.
Pupils are generally very motivated to engage with Lexia. They love all the games and graphics that come along with it. They are always wanting to know what the next level’s theme might be so there is a lot of motivation built in.
How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?
I keep an eye on the myLexia reports and will let the class teacher and TA know when any pupils require any further support. I also download the Lexia Lesson Plans and Skills Builders and provide the appropriate resources to staff so that they have everything they need to get pupils past the point they are struggling with.
This is important because we don’t want the pupils to begin to lose motivation if they are getting stuck on a particular activity. They TAs are also good at spotting when a pupil needs help as the progress bar changing colour at the bottom of the screen is an easy visual to check as they are walking around the IT Suite.
This approach works well as I can use the reports to inform teachers and TAs if children need additional support, and they can decide the best course of action for each pupil. In some cases, it can be that simply sitting with the pupil to support them with the online activity is all that’s needed, while for others, 5 minutes away from the program to work on a quick paper-based activity will get them back on track, they get back on the program and then they’re off!
What main piece of advice would you give to a school that was just getting started with Lexia?
I would probably recommend that they focus on a class or two at a time when starting out. Getting the routines in place before introducing it to more pupils.
I would also recommend that it is timetabled that pupils get slightly more than their recommended weekly usage on the program. This really helps to give their progress a good push!
Finally, I would recommend having someone, like myself, to oversee the program and discuss results regularly with teachers. This helps both teachers and pupils see the impact of the program on their progress which can help spur on its use even more.
What feedback have you had from your Lexia pupils?
We had a child come into our office this morning and say to the SENCO, ‘I’ve just completed my Level 8 on Lexia yesterday and I haven’t had my certificate!” I had only just printed off the certificates, so I replied to the pupil, “I think you’ll find it’s just there on that desk!” They are really proud of their achievements, so they are really aware when they are due a certificate. Generally, they are all really positive about the program – I don’t remember the last time a child said they didn’t like Lexia.
Thank you for speaking with us, Sheila! Look out for your Star School certificate and book voucher arriving soon!
Step into the Literacy Spotlight
Lexia programs offer schools a powerful tool to support students in their journey towards reading proficiency. However, the successful implementation of such programs relies heavily on a structured and goal-oriented approach.
In this blog post, we explore the significance of setting goals when implementing literacy interventions in schools and provide practical tips for sharing and achieving these goals across your school.
Why Set Implementation Goals?
Clarity of Purpose: Setting clear goals provides a roadmap for teachers and administrators, ensuring everyone understands the purpose and expected outcomes in school. Clearly defined goals act as a guide, aligning the efforts of the school community towards a common objective.
Measurable Progress: Goals should be measurable to track and evaluate the progress of students and the effectiveness of any intervention program. Establishing specific benchmarks allows teachers to identify areas of success and areas that may need adjustment, fostering continuous improvement.
Motivation and Accountability: Goals create a sense of purpose and motivation among educators and students alike. When progress is measurable and celebrated, it fosters a positive environment and a sense of achievement. Additionally, clearly communicated goals enhance accountability, encouraging everyone across school to take ownership of their roles in the implementation process.
3 Practical Tips for Goal-Setting
Set Goals Collaboratively – Involve teachers, administrators and support staff in the goal setting process. This ensures that your goals reflect the diverse perspectives of everyone in the school community.
SMART Goals – Ensure that goals are Specific, Measurable, Achievable, Relevant, and Time-bound (SMART). For example, a SMART goal for Lexia Implementation could be, “By the end of Spring Term, the proportion of pupils reaching their usage targets on Lexia will be over 70%.”
Regular Progress Monitoring: Establish a system for regular progress monitoring. Whether through weekly check-ins or monthly assessments, consistent monitoring allows staff to adjust strategies in real-time and address any challenges that may arise during the implementation process.
Ready to kick-start your Literacy Goals?
Setting goals motivates staff and creates a foundation for success. Whether you’re already using Lexia or exploring ways to improve literacy outcomes, we’re here to help you achieve your goals.
Kick-start your literacy journey with our targeted literacy programs and tailored training, designed to provide tips for best practice, opportunities to reflect on your goals, and support in formulating a clear plan.
Already using Lexia in school? Contact our dedicated Customer Care team at 0191 481 1939 or customercare@lexiauk.co.uk to book your bespoke online session.
New to Lexia? Get in touch to discuss how LexiaUK can support your school’s literacy goals.
This month’s Star School to be featured in our Lexia Literacy Spotlight is…
Smithton Primary School, Inverness!
We spoke to Emma O’Donnell, who leads on the Lexia program in school. She told us about the lasting impact that Lexia has had across school and provided some insights into how the myLexia reports have helped to promote best practice.
How did you first come across the Lexia program and what led to the school’s final decision to purchase?
We have previously used other literacy programs and the one we used previously we felt was quite juvenile for a lot of our pupils. We were looking for something that would, not necessarily solely appeal to our upper stages, but would capture their interest as much as the lower years.
Promoting autonomy of learning was very important for us so we started to trial the program at the end of the previous school year. We also wanted something that benefitted and supported teachers while still giving pupils that ownership of learning. After seeing it in action in Beauly Primary School we recognised that Lexia provided all those things for us.
What do you feel makes Lexia stand apart from other reading skills software products on the market?
At the time we were initially rolling the program out, I was the Additional Learning Needs teacher at the school which meant I was very well placed to take ownership of its initial utilisation in school. As a ‘data head’, I really liked the reports and being able to clearly see how each child was progressing. The traffic light system was particularly helpful to see at a glance which pupils which pupils are on target wand which need further support.
The resources that come along with it are fantastic as well. The Lexia Lesson slide decks have been great and I really like how the program breaks down explanations for the children. They are offered lots of scaffolding where they need it and there are plenty of opportunities for focussed interactions and teachers can come in and provide that one to one only when it’s needed.
It’s these features that I really got the most benefit as the Additional Needs Teacher. I could use the lesson plans that were provided and the slide decks were great since they integrated with Google Classroom that we use in school. They are nice, interactive resources that we have in addition to the online program.
One final thing that stood out was the opportunities for school to home learning. We regularly are asked by parents about different ways that they can support their children and, in addition to the homework grids we send home, Lexia allows us to identify a focused part of their literacy needs that the program can provide support and practice in the form of the online learning or in a Skill Builder. The wide range of learning resources that students can access from home to support independent study, such as the Lexia Lesson Plans and Skill Builders, make a positive difference in their approach to reading in the classroom.
How is Lexia used in your school?
Every teacher and every class is unique but what we have found that the usage targets that the program provides to each student has supported that consistency across the whole school. There are two main points in the day where Lexia is normally undertaken. The very beginning of the day has been really beneficial for our younger pupils.
Teachers have their Chromebooks and headphones ready in the classroom for when they arrive at school and they can get started immediately with minimal disruption. In some classes further up in school we have ERIC time (Everybody Reading In Class). That would also be where we would have our Lexia time as well, so a group of pupils could be reading independently while another group works on Lexia while supported by a member of staff.
The flexibility of Lexia means we can tailor use according to the needs of the pupils at different phases.
What has been the impact of Lexia in your school? Could you give an example of a Lexia success that sticks out to you?
Absolutely! One thing I will say is that, giving students the autonomy over their learning, particularly in P6 and P7 (Year 5 and Year 6) has been particularly effective. We have 1 to 1 devices in school so every child has their own device. With this, we can offer pupils the opportunity to do extra Lexia time at home and, encourage them to complete some more minutes.
We had one child who I taught myself in P6, he is now in his first year of Secondary. He was not expected to achieve his level for his age and stage. He had significant dyslexia and significant literacy difficulties throughout primary school. I got him started on Lexia in Primary 6 and last year (Primary 7) was his first full year of using Lexia.
He was assessed initially with the Auto Placement activity at being at a Year 3 level and he was the only person in our school to finish Lexia completely. He reached his age and stage and beyond! He worked so hard despite being incredibly conscious of his dyslexia. He surpassed all of our expectations!
We have significant literacy difficulties in our school so it is not often that pupils are flagged by myLexia with the green ‘On Target’ tag and he was one of the only pupils who was flagged as green.
That’s one of the things I really like about myLexia. Sometimes seeing something as simple as a line graph, plotting that trajectory the student is on is enough to show them what they are achieving. When they get a bit older, they may not all be excited about the certificates, so can be ‘too cool for school’, but showing them that data can promote that intrinsic motivation they get from seeing their skills increase.
Being able to present the Lexia Completion certificate in assembly, particularly with this student that had such difficulty with their literacy, was a special and momentous occasion. That was a real achievement! It helped us to give him that little boost of confidence that I know has given him a really good start to high school.
What I will say is, we saw that success so quickly because we had teacher buy-in. The P7 teacher understood the importance of Lexia, understood the importance of timetabling it, understood the importance of the Lexia Lessons and Skill Builders and utilising them. It’s only because we got teacher buy-in that we could achieve that.
How have you used rewards to motivate and celebrate success on the Lexia program?
The certificates are a big part of it. We give them out in assembly and the teachers are keeping an eye on the reports and celebrating those successes. We use Google Classroom which means that we can communicate between home and school and post successes there.
In addition to those main reward schemes, we have found that those smaller ways to recognise effort and success have a big impact. As the Additional Needs Teacher, I could go into the classroom and provide students with that extra validation. Mentioning that I could see how well they had done and the effort they were putting in. That constant communication with students and teachers promoted those small incremental efforts.
How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?
I started keeping a tracker myself using the myLexia data. I could analyse the data for each pupil, rate the level of their progress and even averaged the minutes per school day that the students were working on Lexia. It sounds pedantic but it helped keep the bigger picture in mind.
It’s great if a pupils has been able to meet all their minutes one week but if they have not logged in for the previous two weeks, that actually averages out at very little per day. If we want to see the benefits of Lexia then we need to make sure that pupils are consistently getting their 20 minutes per day.
myLexia data really helped with accountability too. Teachers are able to view the data and see any areas where progress has slowed down. This then prompts further questioning between both staff and pupils of areas where additional support is needed or is anything else, such as attendance, causing this impact.
It really helps us see the bigger picture and look at everything holistically. Having all this information into these trends can help us determine the best cause of action for that teacher or that student.
Usage reports on myLexia have also helped us to hold teachers accountable to ensure our licenses are used to best effect across the whole school. Making all teachers aware of the importance of utilisation has increased buy-in. As a result, we have seen a 13% increase in reading attainment last year.
Sometimes teachers just need that data to clearly see how well a child is doing and, what I like, is that you can see how many times a child has attempted something. It can bring any slight issues to light. I also seen instances where a class in general have shown to have difficulties with syllables, for example, and the class teacher has been able to do a whole class lesson to reinforce that skill.
Why do you feel Lexia has been successful in your school?
We have really embraced Lexia. I am fairly new to teaching, and having something like Lexia that gives you hard facts and a very clear focus into where pupils need support, I have liked. I like that we can specifically target and help children in focused areas. It is not just like “they are struggling with comprehension” which is a broad area, it is actually giving information about this one specific thing and providing a focus on that. I’ve liked that we have been able to work with a wide age range of pupils and Lexia has allowed me to work with them all in different ways.
We have also been able to provide support to teachers in terms of homework tasks and provide better parent support. I don’t think we utilise the Core5 Resource Hub as much as we could so this is definitely a target for this year because it is fantastic!
Our head teacher was pleased to hear that our reading attainment had come up by 13% and I can only put that down to the only difference that we’ve had, which is using Lexia and having somebody focused on using it. It might not be the sole reason, but it’s definitely a good significance that it was the case!
What feedback have you had from your Lexia pupils?
They have liked it. As I mentioned earlier, programs we have used in the past they have found quite baby-ish so they haven’t shown much enthusiasm. They really like Lexia though. They like the interactivity and that they can see their progression. They take ownership of their learning and set themselves targets such as trying to finish all the units in an activity. They are spurred on to keep going which has been positive.
Step into the Literacy Spotlight
This week is World Nursery Rhyme Week, the global initiative that aims to promote nursery rhymes and their importance to early childhood development and education. Nursery rhymes are more than just catchy tunes and fun verses. They play a pivotal role in enhancing essential reading skills, including phonological awareness, vocabulary and listening comprehension. At LexiaUK, we understand the profound educational benefits of integrating nursery rhymes into a child’s learning journey which is why they feature in the very first level of the Core5® program!
Building Reading Skills
Nursery rhymes are one of our pupils’ first gateways to the world of language and literacy. When children engage with these imaginative rhymes, they develop early reading skills that set the stage for a lifetime of reading enjoyment. The repetition and rhythm of nursery rhymes make them an ideal tool for improving reading fluency, enhancing vocabulary, and nurturing a love for words. Dedicate a portion of your daily classroom schedule to “Rhyme Time.” Encourage students to recite, sing, or even create their own rhymes. This fosters creativity and an understanding of rhythm and rhyme.
Comprehension through Rhymes
One of the key aspects of reading comprehension is understanding the meaning behind the words. Nursery rhymes, with their vivid storytelling and imaginative characters, stimulate a child’s ability to grasp the meaning of words and phrases, and imagine the story. As children recite and sing along, they naturally begin to comprehend the narratives within these traditional rhymes. Use visuals, props, and actions to make nursery rhymes come to life. For “Humpty Dumpty,” consider using a toy or picture of Humpty Dumpty. This helps students visualise the story and improve comprehension further.
Phonological Awareness and Phonics
Nursery rhymes also help children develop essential phonological awareness and phonics skills. The rhyming words and catchy melodies reinforce the connections between sounds and letters, providing a strong foundation for reading and spelling. This early exposure to phonological concepts can significantly boost a child’s literacy development. Organise fun rhyme challenges where pupils can create their own rhymes. This can further promote phonological awareness and can be a fun, competitive activity for the classroom.
Take the Next Step with Lexia Core5 Reading
To further enhance these critical reading skills, consider incorporating Lexia® Core5® Reading into your pupil’s educational journey. Our literacy program is designed to complement the benefits of nursery rhymes by providing personalised, interactive activities that target specific reading skills.
Lexia Core5 Reading offers a comprehensive and adaptive approach to reading instruction. With the program’s engaging activities, children can reinforce their reading skills in a structured and enjoyable manner. Whether it’s enhancing comprehension, building phonological awareness, or strengthening phonics knowledge, Lexia Core5 Reading is a powerful resource to further nurture your pupil’s literacy journey.
For more ideas for how you can incorporate Nursery Rhymes into your classroom, and for a sneak peek into the fantastic resources that Lexia® Reading Skills has to offer, download our sample Lexia Connections Resource by clicking the button below.
Incorporating nursery rhymes into your pupil’s daily routine, coupled with the support of Lexia Core5 Reading, can create a robust foundation for a bright reading future.
This month’s Star School to be featured in our Lexia Literacy Spotlight is…
St. Paul’s CE Primary School, Newcastle Upon Tyne!
We spoke to Colin Harrison, who supports pupils with SEN and delivers Lexia sessions to pupils across the school.
He told us how Lexia Core5 has had a profound impact on some of their pupils with the greatest needs and how it has supported pupils with varying ability levels.
Read the full interview below to see some of the wonderful comments he made about how the Lexia program is working in their school.
How did you first come across the Lexia program and what led to the school’s final decision to purchase?
We first came across Lexia almost 15 years ago at an SEN Network meeting, so we have been using it for a very long time!
Historically we have used it with SEN pupils but have recently widened use to include whole classes. We rolled it out with Year 3 last year and it worked really well! I worked with the class teacher during literacy lessons, the teacher would take half of the class, I would do Lexia with the other half of the class and then we could swap over. Particularly in writing lessons, it worked very well!
Those children have continued with Lexia use into this year and we have rolled it out into the new Year 3 class as well. We’ve also just put licences on for Year 4/5. They’ve just had a go of it so they are ready to start summer use over the holidays.
Since it was so long ago, I can barely remember what led to the school’s decision to purchase! I think it is how individualised it was and still is! It’s really interactive and we were confident it could specifically address student’s knowledge gaps.
As we initially rolled it out with SEN pupils, we felt that the program allowed us to reach a larger cohort of pupils as we have quite a high proportion of SEN pupils in school. Lexia allows us to meet each of these pupils where they are at.
What do you feel makes Lexia stand apart from other reading skills software products on the market?
The targeted approach is a real stand out for me. Children are able to get to work on exactly what they are struggling with.
The children love it too! Last Monday I was giving out the letters for home use and I had children cheering! They are all so excited that they can use Lexia at home over the summer holidays this year.
How is Lexia used in your school? Please provide details of your daily routine and how you ensure that you reach recommended usage as well as which pupils use the program in school.
Initially, I ran 2 or 3 groups a week where we have 6 or 7 students in a group completing their Lexia time. These smaller groups usually consist of students with SEN but I also open these groups up to any students that the teachers identify as needing additional support with reading skills.
We also identify students that have failed the phonics screen retake in Year 2, they will be picked up automatically with Lexia in Year 3 to address those phonics gaps.
In addition to this, we have also decided to roll Lexia out to whole class groups. We use Lexia in a class setting during Guided Reading time in Year 3 and Year 3/4 and I am hoping to roll this out in Year 4 and 5 as well.
As well as Guided Reading sessions, these classes also get the opportunity to go on Lexia for 30 mins each Monday at the end of the day.
In Year 5 and 6, the students are a little bit more independent so we can instruct them to collect a laptop when they come in from their lunch and do some Lexia work. I think giving them this ownership of it has been a great idea and we’ve seen a lot of progress on the program since then.
Before the pandemic, I ran a computer club with some children from Year 5 and 6 part of the session was doing Lexia. I also ran a reading club for children in Years 2 and 3 where we read stories and the children spent some time on Lexia as well.
We have just rolled out Lexia home summer use from Years 3 to 5. I am looking forward to September to see what progress our children have made!
Describe the impact that Lexia has had on your pupils. Have you noticed a positive change in their motivation to succeed in literacy?
Progress across the board has been good. Our school is in a vulnerable area so there are a lot of challenges but I think Lexia really helps bridge the gap with our pupils. The majority of pupils are very positive and motivated with the program. Even since rolling out home use on Monday, I’ve had a child coming up to me on the playground telling me about how they have been on Lexia last night at home. It’s lovely because some of the students that have taken to it are not always the ones you would think!
It has promoted independent learning and helps students to plug those specific gaps. I have sat and watched some pupils working and looking at what they can now do, it’s amazing to see compared to what they could do at the beginning! Some children struggle with just sitting and writing and reading, but having something like Lexia that is interactive has brought out the best in them. And they see it as fun too! They don’t realise they’re learning in the process.
Can you give an example of a Lexia success that sticks out to you?
I was amazed by a child in Year 3 that has made outstanding progress with Lexia. They are a child with Autism and their support worker agreed to try Lexia to see if it had the impact with them. This child has made the most progress this year and has gained about 4 certificates so far! This student is non-verbal and only has a few words but ‘Lexia’ is one of their words! The support worker told us recently that Lexia is one of this child’s ‘happy places’. They are just so content when they are on Lexia.
The progress has been so quick as will, I was absent from school for 3 months and by the time I had come back he had already gained 3 more certificates!
How have you used rewards to motivate and celebrate success on the Lexia program?
When they finish an activity in the program, I will give them a star and when they complete a whole level, they get 3 stars. Of course, they will also get their Lexia certificates in assembly. We have teachers’ special awards as well so I always tend to celebrate successes I am seeing on Lexia at all levels.
It has been a challenge removing some of the stigma that surrounded the program as we previously used it with only the lowest ability students. Since rolling it out more widely, we have been able to remove that stigma and have turned the students’ perceptions around. It is a program that can support all abilities. Some of the more able students regularly as if they can join Lexia groups now!
How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?
I tend to log into myLexia 2 or 3 times a week. As I typically work with small groups, I have found it really helpful to go into the detail and see if students have any additional needs.
In a whole class setting, if I see a child has been flagged for a Lexia Lesson, I have a little bit of time each week where I can go and get that child and complete a little session to support them with whatever they are struggling with.
I also use the reports to identify who I am going to sit with on the next session. Sometimes sitting with them and talking them through the online activity is all that is needed. The Lexia Lessons are good as well if need to bring them out at any time.
The Skills Report is one I find particularly helpful with our pupils with SEN. We have files in the classroom with IEP and information for each of our SEN children so every term, I will put a copy of the skills report in as well. This means the teacher knows the specific skills they are struggling with and this can inform their IEP next term as well.
On the whole class level, teachers all have access to a myLexia account so they can check in on their own classes as well. I showed the class teachers a bit more of the resources available in myLexia on the Resources Hub during a staff meeting. The staff thought they were brilliant, especially the Close Reads for Year 5 and 6!
What feedback have you had from your Lexia pupils?
Very positive! The children are enthusiastic about doing Lexia. They enjoy it and I don’t think I know of anyone that doesn’t like working on the program. They are always saying, ‘Oh, I only have one unit left before I finish the level!’ so, they are self-motivated which is lovely! I am hoping to build on this success and complete more whole class sessions with Year 3 up to Year 5.
The COVID-19 pandemic has disrupted education across the UK, leading to a concerning literacy gap among students. Schools now face the critical challenge of addressing this gap effectively. In this article, we will explore five essential strategies for schools to tackle the post-Covid literacy gap and help students get their reading skills back on track.
1. Ensure Understanding of Students’ Needs
To accurately address literacy needs in school, we must begin by gaining a full understanding of current literacy levels of our students. Data-driven assessments provide valuable insights into where each student stands in their reading abilities. Tools like myLexia can assist schools in obtaining real-time literacy reports, detailing how pupils reading skills are progressing and, more crucially, where they have gaps in their knowledge. Identifying specific areas of improvement allows teachers to tailor support to meet individual needs effectively.
2. Implement Personalised Learning Plans
Personalised learning plans are a powerful tool in addressing literacy gaps. Once assessments are complete, we can develop individualised plans for each student, focusing on their strengths and weaknesses. Leveraging adaptive technology, such as Lexia Core5 Reading and Lexia PowerUp Literacy, can facilitate this process. These programs help students progress at their own pace and build confidence as they see their reading skills improve.
3. Expand Access to Reading Materials
Access to broad and varied reading materials is crucial for improving literacy. Schools play a vital role in expanding this access. Consider creating digital libraries that students can access from home. Organise book drives within the community to provide physical books to students who may not have them. It may also be possible to form partnerships with local libraries to broaden students’ reading options, ensuring they have engaging and age-appropriate materials readily available.
4. Empower your Teachers to Develop Their Skills
Highly trained teachers are essential for effective literacy instruction. Consider investing in ongoing professional development for staff members. Workshops, online courses, and collaboration among teachers can help them stay updated with the latest research and teaching methodologies. Equipping them with the right tools and knowledge empowers educators to address the unique literacy challenges we face in schools today. At LexiaUK, we take pride in our library of resources, such as Lexia Lesson Plans, which are designed to support teachers in delivering high-quality, targeted literacy intervention.
5. Promote Family and Community Engagement
Literacy improvement is not the sole responsibility of schools. Engaging families and communities in the process is equally important. Consider organising family literacy programs that encourage parents to read with their children at home. Community reading events can foster a love for reading among students and create a supportive environment for literacy development. Lexia PowerUp and Lexia Core5 can also be accessed from home and downloadable parent reports can be delivered home to create a seamless school to home learning environment. When schools and parents collaborate, the impact on closing the literacy gap is profound!
In the post-Covid educational landscape, the literacy gap is a challenge that schools must tackle head-on. By harnessing the power of adaptive teaching and creatively applying technology in the classroom, schools can make significant strides in addressing this critical issue. Together, we can ensure that all students have the opportunity to develop strong literacy skills and a love for reading.
In a recent National Literacy Trust Survey it was found that just 2 in 5 pupils said they enjoyed reading in their free time. With this, it is clear that fostering a love for reading in school is more critical than ever. Encouraging reading for pleasure not only enhances students’ cognitive skills but also sparks their imagination, creativity, and empathy.
Promoting a culture of reading for pleasure within your school requires a multifaceted approach, but it is a journey worth embarking on.
In this article, we will explore 7 strategies to promote reading for pleasure in your school.
Create a Reading-Friendly Environment
Design inviting and cosy reading spaces within the school. Comfortable nooks, libraries, and reading corners can inspire students to pick up a book. Showcase students’ book reviews and creative writing, or artwork relating to books to encourage a sense of pride and community engagement.
Offer a Diverse Book Selection
Provide a wide range of books, magazines, and other reading materials that cater to different interests and reading levels. Recommend engaging titles and help students discover their literary preferences. Variety is the spice of reading life!
Schedule Regular Reading Time
Dedicate time during the school day for independent reading. Encourage students to explore books of their choice during this period. During this time, create a calm and comfortable reading environment that sparks their curiosity.
Establish Book Clubs and Reading Challenges
Organise book clubs, where students can discuss and share their thoughts on the books they’ve read. Implement reading challenges with rewards to make reading fun and competitive. During these challenges, encourage teachers to get involved too, by sharing their own favourite books and demonstrating the joy of exploring new genres. Being a reading role model can make a world of difference!
Involve Parents and Caregivers
Engage parents in the reading journey by organising family reading nights and providing resources for at-home reading. Share reading lists and at-home challenges to reinforce a reading culture beyond the classroom.
Invite Guest Authors and Storytellers
Invite authors and storytellers to the school to spark students’ interest and connect them with the world of books. Book fairs can also be a great way for students to meet local authors and participate in book related activities.
Embrace Digital Resources
Utilise digital literacy programs like Lexia Core5 Reading and Lexia PowerUp Literacy to enhance reading skills while making it engaging and interactive. By breaking reading down into its core skills, Lexia programs can make reading accessible to all students.
Promoting reading for pleasure requires a combination of building students’ confidence and skills while also instilling a lifelong love for reading. By creating an environment that celebrates books, offering diverse reading materials, and using innovative resources like Lexia Core5 Reading and Lexia PowerUp Literacy, we can cultivate the next generation of avid readers. The joy of reading is a gift that keeps on giving, shaping minds and enriching lives for years to come.