What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England

Stephen GorardSchool of Education, Durham University, Durham, UKCorrespondence[email protected]

http://orcid.org/0000-0002-9381-5991

Nadia SiddiquiSchool of Education, Durham University, Durham, UK

http://orcid.org/0000-0003-4381-033X

Beng Huat SeeSchool of Education, Durham University, Durham, UK

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Mark Innes. (2023) When policy intermediaries produce knowledge: A Bourdieusian analysis of the Education Endowment Foundation’s influence in a multi-academy trust. Journal of Education Policy 0:0, pages 1-18.
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Nadia Siddiqui, Stephen Gorard & Beng Huat See. (2019) Can programmes like Philosophy for Children help schools to look beyond academic attainment?. Educational Review 71:2, pages 146-165.
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Adrian Simpson. (2019) Separating arguments from conclusions: the mistaken role of effect size in educational policy research. Educational Research and Evaluation 25:1-2, pages 99-109.
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Mark Innes, Helen M. Gunter & Paul Armstrong. (2021) Researching literacy policy: Conceptualizing trends in the field. London Review of Education 19:1.
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Lisa Furlong, Tanya Serry, Shane Erickson & Meg E Morris. (2021) Tablet-Based Apps for Phonics and Phonological Awareness: Protocol for Evidence-Based Appraisal of Content, Quality, and Usability. JMIR Research Protocols 10:2, pages e23921.
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Ea Hoppe Blaabæk. (2020) Reading when the sun does not shine: The effect of reading on children’s academic performance. Research in Social Stratification and Mobility 67, pages 100485.
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Adrian Simpson. (2018) Princesses are bigger than elephants: Effect size as a category error in evidence-based education. British Educational Research Journal 44:5, pages 897-913.
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What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England

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What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England

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