| Literacy Acceleration feedback and comments
> Click here to go back to information on Literacy Acceleration'A few years ago I attended a training course on Literacy Acceleration … in Cardiff and use the programme at my school…The scheme has proved extremely successful and is still running and developing… I was delighted this year, however, when two of our former Literacy Group pupils achieved level 6 in English – something I believe would never have happened without adopting… (the) scheme.' Ed Holcroft (June 2005) Head of English and Literacy Co-ordinator
'I read with interest (the) article in the BJSE – (the) conclusions agree with our experiences. Our school has been using Literacy Acceleration with much well documented success for the past 5 years… Would it be possible for us to purchase a new copy of the LA resources as ours have become worn out over time? Many thanks' Martyn Owen (June 2005) Assistant Head/SENCo Big
Comments on Literacy Acceleration from the DfES on behalf of Ruth Kelly, Secretary of State for Education and Skills, August 2005, following the publication of Tony Lingard's research paper in the June 2005 issue of the British Journal of Special Education: 'Schools can … integrate schemes such as Literacy Acceleration into their provision alongside coverage of the framework … promoting personal and independent reading is crucial... Improving reading is to be directly addressed in support and guidance going into secondary schools in October (2005), with one of the study units for subject leaders, teachers and school librarians focusing on promoting and broadening pupils' independent reading.' National Strategies Policy Team DfES, Sanctuary Buildings, Great Smith Street, Westminster, London, SW1P 3BT
'When I started at secondary school I could not read or write, I didn't even know the letter sounds or letter names. To copy from the board I had to look at the shape of each letter, remember it and write it in my book before doing the same with the next letter. You see I am dyslexic. At my secondary school I was given individual help every day with teaching assistants and followed Literacy Acceleration. I initially learnt words on cards and had help with phonics and my parents helped me at home listening to me read. With daily help at school over five years, as well as determination on my part, I made steady progress. I left school with 5 GCSEs and three of these were at grade A. At college it turned out that I not only had a natural talent for Art but had a gift for computer aided design. Based on my portfolio of work I was offered unconditional places at three Art colleges. I now have a BA (Hons) degree and run my own successful and expanding design company. I recently won a Gold Award for one of my designs at the Chelsea Flower Show and this is now on permanent exhibition at the Eden Project near St Austell. I simply would not have been able to have used a computer effectively if I hadn't learnt to read! In fact, none of this would have been possible if I hadn't followed the Literacy Acceleration programme and if it had not been for the skill and commitment of the brilliant TAs who worked with me at school. It literally changed my life.' Martin Sanders (September 2005)
'Reaching the end of Year 10, I was told that I was not able to pass my GCSEs and was instead only capable of gaining a leaving certificate. I consequently decided to leave and go to a nearby school that was operating a programme called Literacy Acceleration, and to start Year 10 again. As well as joining GCSE groups, I spent three hours a week working with a teaching assistant where I was given intensive help with reading, phonics, spelling and writing, and I regularly practiced my reading with my mother at home. I now have eleven GCSEs, Two AS levels and Two 'A' levels, and I have just successfully completed the first year of my degree at the University of Wales, Aberystwyth. This would have been impossible if I had not had this literacy help with one fantastic TA and if I had instead only gone to regular English lessons. I would certainly not have made it to university. Robert S. Trevena (October 2005)
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