Proven Results
Backed by independent research and trusted by thousands of educators, our literacy programmes are research-proven.
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.
Real Schools, Real Stories
Find out how we are helping schools to accelerate their literacy progress.
Blog
Keep up to date with the latest industry news from LexiaUK.
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.
Proven Results
Backed by independent research and trusted by thousands of educators, our literacy programmes are research-proven.
Real Schools, Real Stories
Find out how we are helping schools to accelerate their literacy progress.
Blog
Keep up to date with the latest industry news from LexiaUK.
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.
This month our Star School is Crail Primary School, Fife!
We spoke to Gary, who is a teacher at the school. He told us how Crail Primary School has benefitted from rolling Lexia out across whole year groups!
How did you first come across the Lexia program and what led to the school’s final decision to purchase?
Personally, I have previously used it at another school. I was teaching a P7 class there and I noticed that the learners who were on Lexia really enjoyed it and got a lot out of it. When I came to Crail and Lexia was first mooted as a possibility for us, I was quite excited at the potential. Our Headteacher, Natalie, trialled the program and then we were able to purchase 50 licenses to target those with the greatest need in school.
What do you feel makes Lexia stand apart from other reading skills software products on the market?
I liked the fact that it was individually tailored and that students could progress at their own speed. It was very adaptive in terms of flagging up areas that need more reinforcement. I liked the way that it has the recognition built in as well not just in terms of the program itself but the certificates. The students have really responded to these physical aspects of the program as well.
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.
We use it with every pupil in P2, P3 and P4 as well as those in P5 to 7 that would benefit most from it. This is so we can know we are making the most effective use of the licenses. In terms of usage, each class has tailored Lexia time. Some classes have a timetabled system while others have a rota of groups that use Lexia. In the case of P5, 6 and 7, where there are fewer pupils accessing Lexia, they can do a little each day. We have also communicated this with parents and the fact that the children would benefit from accessing it at home. We’ve made sure to let them know that they don’t need to do it in one big chunk. Because Lexia records all usage, we can really leave it up to parents whether they do a 30-minute slot or a few 10-minute slots. Those that have been accessing from home have really seen the benefits.
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?
We have definitely seen a positive change and one of the things I have seen develop over time is their attitude towards Lexia itself. There was a bit of a spread in terms of their initial reaction to it when we first started. Some instantly thought it was really good and really enjoyed it but for some it was a bit of a harder sell. I thought the way that the program is set up really helped these students. Once they started finishing some sections and getting that recognition, it gave them the impetus and motivation to keep going. I think the more we are using it and the more it becomes embedded, the more they are responding to it.
How have you used rewards to motivate and celebrate success on the Lexia program?
One of the things we have done within the school is a wall display dedicated to Lexia. As part of that we do things like photographs of pupils that have gotten the star achiever award and we’ve also started including comments from pupils on how they find Lexia.
We have a weekly assembly on a Friday. Lexia certificates are printed off and presented to students there. We are quite a small school so the whole school is together at once so its really nice for students to get that recognition in front of their peers. Their photographs are then taken, and they are put on the board in the hall so there is a record of their achievements visible there.
The individual class teachers have also been great in terms of responding and recognising the work in their Lexia sessions as well. They are keeping the motivation going and helping them recognise that although everyone is working at their own pace, everyone is succeeding in what they are working on.
How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?
In my role, I’ve tried to dig into the reports to support learning where I can. I am a bit of a data geek when it comes to things like that, and I think it is really user friendly. I like the way you can break it down by classes, by stage and by individuals and especially in terms of the mix of infographics available.
As part of my role, I have been able to compile progress reports for the headteacher and for the individual class teachers to help get a sense for how each child is progressing. It can help us establish those pupils that aren’t getting the minutes we were hoping for and helping us to investigate the reasons for that. We are also able to identify pupils that are racing through it and identifying how much use they have had at home to support that, for example.
The fact that the reports also highlight the Lexia Lessons to be delivered has really helped as well. I can use these to meet with the class teachers and decide how we can best deliver each particular lesson. Some will be done in small groups and some will be done on a one-to-one basis.
In terms of the lessons themselves, I have found them really useful in the way that they build on the essence of each topic and distilling it into the key skills that they need to know. I appreciate the fact that the lessons take the teacher through each of the step. From the starter task, main task and the further support that is folded in if needed, I think it is broken down really nicely.
For one of the lessons, we have decided to do as a whole class input as ‘inferencing’ has come up for a few individuals. Looking at the lesson, we found that actually it would benefit the whole class, so it is great having that resource there.
Is there anything else you would like to add? Please provide any personal comments on why you feel Lexia has been successful in your school.
I’ve really appreciated how it’s been able to grow over time. We haven’t used it for too long, it’s probably only since January that we have been able to get really settled into a Lexia routine. In that short time, we are already seeing the benefit of it. As we get more comfortable with what the program can do and sharing best practice amongst ourselves as a staff, I think we can only benefit from that, going forward.
What feedback have you had from your Lexia pupils?
In our Pupil Voice interviews, they have said it was fun. One of the P7’s said it has been good for growth mindset and that they found it relaxing. From what I have seen walking across school is that the pupils are really keen to work on the program. I was really pleased, when I was looking for pupils input that they all seemed to enjoy it and enjoy different aspects of it.
A huge thank you to Gary for speaking with us and for his dedication in championing the Lexia program across the school!
When in comes to establishing strong reading skills, we understand that practice is key! With the myriad of responsibilities for educators to tend to and only so many hours in the day, it can be challenging to provide our students with the time required to practice their reading skills.
In addition to utilising Lexia® Core5® Reading or Lexia® PowerUp® Literacy for explicit and personalised literacy practice, educators can also build reading skills activities into other areas of the curriculum such as PSHE, music and PE.
Here are 6 Reading Activities to get kids moving, perfect for integrating into a PE lesson or outdoor session.
Early Years Readers
Letter Leapfrog
Write letters on the ground with chalk or masking tape and have pupils jump to each letter as you say it. Bonus points for naming a word beginning with that letter!
It’s Time to Rhyme!
Say a series of rhyming words, then throw in one that doesn’t rhyme. Have pupils do a jumping jack, perform a push-up, or touch their toes when they hear a non-rhyming word.
For a more indoor-friendly approach, try a quieter version of the game that involves pupils tiptoeing around the room and freezing when they hear a non-rhyming word.
Sound Scavenger Hunt
Listening for the sounds that make up each word is an important step in learning to read. Focus on three to five letters and review the sound that each one makes. Then, have pupils look for objects that begin (or end) with that sound. Give them a list and a clipboard to make the hunt even more fun!
Key Stage 1 Readers
Sight Words are Hopping!
Write sight words on sheets of paper and place each sheet on the ground, or head outside and write on playground with chalk. Then, have pupils hop from one word to the next, saying each word aloud. Bonus points for using the word in a sentence!
Staircase Sentences
All you need are some stairs and a book to reinforce the concept that sentences are made up of words! Read a sentence from a favourite book and have pupils repeat it. Then, have them step up (or down) as they say each word.
Key Stage 2 Readers
Literacy Skill-Building Charades
An idiom like “It’s raining cats and dogs” is a group of words that don’t mean what they seem to say. To reinforce this concept, have your students act out the literal meaning of each of the following idioms, then award points to anyone who can explain the figurative meaning:
- To bark up the wrong tree (to look for a solution in the wrong place)
- To get the ball rolling (to get started on something)
- To throw in the towel (to give up)
- To go in one ear and out the other (to be told something but quickly forget it)
- To be on the fence (to be undecided)
- To turn over a new leaf (to have a fresh start)
- To be the tip of the iceberg (to be a small part of a bigger problem)
We hope our suggestions inspire you and your readers to get moving and try something new! For more literacy tips and support in gaining best practice with Lexia programs, be sure to follow us on our social media channels; Twitter, Facebook, YouTube and LinkedIn.
Lexia programs are designed to help pupils develop their literacy skills to give them the best chance in life, but we always recommend that pupils read as much as they can to solidify the skills they learn within the program… practice makes perfect!
We’ve put together a list of resources for accessing free books of various styles, genres, and topics, to help pupils broaden their vocabulary and reading comprehension…
Free Kids Books
A US-based site with books for Toddlers, Children, Older Children, and Young Adults and covering Activities & Crafts, Classics, Dinosaurs, Nature and more!
Amazon
There are plenty of books available for free under the Kindle Edition option. (Download the Kindle app or use the browser Kindle Cloud Reader.) Some are also available with Audible Narration – why not download both to listen and follow along?
Oxford Owl
A collection of free eBooks for children aged 3-11, and some great advice for parents, all in one place. Register to get started and filter the library by age, level, book type or series to find something suitable.
FreeChildrenStories
Another US-based site, with a great range of books for ages 3-10, with an additional category for ‘Middle Grade’ children (ages 8-12) with a larger vocabulary who are able to manage stories with higher word counts.
Book Trust
A site which offers free interactive books and games to engage reading. Children can use the navigation arrows to turn the pages of the interactive books and read along as the each word is highlighted in turn. They also have a Storytime playlist on YouTube featuring some famous faces.
ManyBooks
Best for Secondary aged pupils, the ManyBooks library is full of classics including Alice in Wonderland, The Adventures of Sherlock Homes, Macbeth, Wuthering Heights, Little Women, and The Jungle Book. For avid readers, there are over 50,000 titles to explore.
Barnes & Noble
Choose from over 5000 free eBooks covering early years word & picture books through to YA literature. Create an account, add to your cart and checkout for instant access.
Free-Ebooks
This site has over 100 Children’s Classics available, including A Child’s History of the World and Winnie-the-Pooh. Create an account to access as many as you like.
Lemons and Letters
The owners of this site decided to make their illustrated children’s books available for parents to access for free. Find over 30 Bedtime Stories and Fables to read with your children at home.
This month our Star School is…
Meden School, Nottinghamshire!
We spoke to Stephanie, who is the Lexia Lead at Meden School, and Emma, who supports Lexia sessions. They told us about the hugely successful launch of the program that they had this year.
How did you first come across the Lexia program and what led to the school’s final decision to purchase?
Stephanie: We came across it when we noticed from our termly reading tests that there was a large gap between where they were and where they should be. Our HLTA discovered the program and did some research into it. We then put a presentation forward to the Headteacher to tell them about the PowerUp program and that a certain amount of usage time has been proven to see results.
We started fully rolling it out in December as a trial to allow us to see if it worked. I was able to get enough data to prove to SLT that it was working really effectively with our students.
What do you feel makes Lexia stand apart from other reading skills software products on the market?
Stephanie: I think it is how interactive it is. Emma, who comes in and supports me 3-4 times a week, would also agree with me.
Emma: Yes. I also think as well, it’s the fact that it customises support to each individual student. It really is aimed at building their whole literacy skill set but in a really unique way that is designed just for them. I think that is fantastic skill that, even as teachers, sometimes we can find difficult to grasp and set those specific targets for students. The Lexia program does it for us which is amazing!
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.
Stephanie: We have 150 pupils from Years 7, 8 and 9 on the Lexia program now. They complete their 30 minutes, three times a week. Students who go on the program are determined by their reading test results that we run each term.
We split the students into small groups of about 10-12 so we can provide any support if needed. We have 3 groups of Year 7, 3 for Year 8 and 3 for Year 9 who all have timetabled slots for Lexia every week.
First thing in the morning, before the groups come in, I will log into myLexia and check who needs additional intervention, who needs Skill Builders and decide which students I will sit with as they work on the online program. Some of our students have SEN, so prefer to be actively working through the program with me supporting them side by side. We tend to offer differentiation in how we deliver the program depending on each individual child.
The Skill Builders are usually sent home as a homework activity so that we can include parents in the program. This helps us to encourage parents to sit down with them and be involved in their learning. It doesn’t always have to be a parent, a sibling can also help and get involved. We even joked that even the family dog could sit next to them while they do a skill builder! It’s all about building that independence and autonomy and not forcing the idea that it’s something ‘must do’ but something that can be helpful to them.
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?
Stephanie: I do a 4-weekly review of how the students are progressing. In my most recent review, it has showed that about 30% of pupils Year 7 have moved from the Foundational Levels to Intermediate. In Year 8 and 9 this figure was more like 34% that moved up into the Intermediate material. We have also just had our reading test results back in and as a result we have identified 12 students that can now come off the program and have caught up completely!
A couple of students I can think of started the program with their skills not even at Foundational level but are now working in the Advanced levels. Their progress has really flown since starting it even though they have had the same timetabled usage as the rest of the class!
How have you used rewards to motivate and celebrate success on the Lexia program?
Stephanie: I have created sticker charts for the student that have really encouraged students to interact with all aspects of the program. Some can be hesitant to complete some of the Grammar activities. So the sticker charts means that they have the chance, depending on the number of units and levels they complete, to get stickers, sweets and other incentives.
I have noticed that, since introducing the charts, they are completing more units because they have that incentive. The outcome at the end is that they get a school trip or something like a pizza afternoon near the end of term.
We have found this has really helped keep them motivated because it can be hard to keep up 3 30-minutes session every week so its been really good to offer both smaller and larger rewards. I didn’t think sticker charts would work so well but the love getting a sticker!
Of course, we have also folded the Lexia program into our wider school rewards system as well. They get Golden Tickets when they do particularly well, and the top achieving students will go on the reward trips at the end of the year whether it be a cinema trip, bowling or the theatre. We do all sorts!
We also share success with parents by sending home postcards. We can write on those small successes such as they have met their usage targets or have gotten to the next level. This really keeps parents involved.
How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?
Stephanie: The reports are amazing! We both use it and the information it gives is to the finest detail. It has got everything you could need. The best thing for me is how it flags up what the students are struggling with. Some of our students aren’t the most confident in asking for help. It really helps to know which students might be needing some additional support so we can be more proactive in approaching them before they leave it too long without asking for help.
The usage reports have been very helpful to tell us who how many minutes students have achieved overall as well as the skills reports to see how everyone is progressing. I can print these out individually and as a group to help me use these as a comparison as well. They are very comprehensive and helpful!
How have you expanded Lexia into home-use? How have parents responded?
Stephanie: While we haven’t yet rolled out home use, we have been able to send home the parent specific myLexia reports. This helps the parents see the progress and see specifically how their children are doing and what skills they are working on.
So far, we have sent the Skill Builders home which have been great to promote self-regulated learning at home. We would be interested in finding out more on how they can access Lexia from home, and this could definitely be a way we could develop the use of the program further.
Is there anything else you would like to add? Please provide any personal comments on why you feel Lexia has been successful in your school.
Emma: The way it is moulded to each student is what I find so fantastic about Lexia. We have lots of students using it but they are all at different points on it, so we are assured that they are working at the appropriate level for them.
Stephanie: Something that I have noted is the videos. I can see the kids chuckling at them and they are really engaged with it. All the rap, poetry and songs within the videos, they seem to like it and respond really well to it. Those are the main things; it engages them but it’s also personal to each student which I think they like as well because it’s much better that always doing paper and pencil activities.
They do get really involved; I can see one student in the room with us right now bobbing her head to something, so I know she’s engaged!
What feedback have you had from your Lexia pupils?
Stephanie: We have some students working on Lexia with us now, would you like some live feedback?
Stephanie chooses 3 students in the classroom to give some feedback:
Student 1: “I like Lexia because it helps me learn what nouns and pronouns are and it helps me use grammar in my lessons.”
Student 2: “I think Lexia has helped me with my spelling because before I couldn’t spell some specific words but now I can spell some words that I didn’t know how to spell before.”
Student 3: “Lexia helps me do better in English and spell words better in my lessons. It also helps with my grammar and I understand where commas go a bit better now.”
Stephanie: There you go!
A huge thank you to Stephanie, Emma and their Lexia students for speaking with us and for implementing the PowerUp program so well in their school!