{"id":2687,"date":"2023-05-26T18:21:45","date_gmt":"2023-05-26T18:21:45","guid":{"rendered":"https:\/\/literacyengine.co.uk\/?p=2687"},"modified":"2024-08-09T09:21:14","modified_gmt":"2024-08-09T08:21:14","slug":"all-style-and-no-substance","status":"publish","type":"post","link":"https:\/\/literacyengine.co.uk\/index.php\/2023\/05\/26\/all-style-and-no-substance\/","title":{"rendered":"All Style and No Substance"},"content":{"rendered":"\t\t
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The pathway to a successful Literacy Strategy is littered with well intentioned but ineffective initiatives.\u00a0 Over the past 20+ years we have seen, tried or heard about hundreds of them that schools have tried from Where\u2019s Wally Day to book vending machines.\u00a0 They fill the school with word posters, decorative book corners and well publicised competitions in the name of promoting \u201cReading for Pleasure\u201d and flood social media with excited pictures of the event.<\/b><\/figure>\n<\/div>\n

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When the dust settles and the data is counted schools are often left scratching their heads as to why data around engagement with reading and reading age test scores are not improving.\u00a0 If experience has taught us anything at The Literacy Engine it is that good intentions are not enough to build very much on in education.<\/p>\n

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Here we are going to take a look at some of the biggest Style strategies and attempt to add some Substance to them.<\/p>\n

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Key Vocabulary Lists<\/u><\/strong><\/p>\n

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This is one of those strategies that permeates the education landscape so thoroughly that it would be difficult to find a school that didn\u2019t have some kind of Key Vocabulary initiative built into its Literacy Strategy.\u00a0 The problem is\u2026 what impact does it have?<\/p>\n

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Subjects diligently pick out key vocabulary from their schemes of work, assemble them into tables, lists and word clouds, stick them in books, on walls, online and even put them onto lesson by lesson slides.\u00a0 But what happens when you ask students about them?\u00a0 Can they discuss them in context?\u00a0 Can they link them to other knowledge?\u00a0 Can they link them to other words that sound similar?<\/p>\n

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If you are going to have key vocabulary lists as part of your Literacy Strategy, start by working out what you are going to do with them first.\u00a0 What is the engagement going to look like for students?\u00a0 How will you know if students have successfully learnt them?<\/p>\n

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Competitions<\/u><\/strong><\/p>\n

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These are nearly always ineffective for one simple reason: most students just aren\u2019t as bothered about them as we think they are.\u00a0 It is a painful truth but as soon as we accept it we can start to think about what we actually want to achieve from a competition.<\/p>\n

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If we replace \u201creading\u201d with something else, let’s say \u201crunning\u201d, and then think about the competition we have planned, the flaws become more obvious.\u00a0 The person who runs the most distance, the person who increases the distance they run the most or the person who goes running most often.\u00a0 Some students are just never going to go out running no matter how great the prizes are and the competitions end up being rewards for the ones that like running.\u00a0 Now swap the analogy back to reading and books and reread the paragraph.<\/p>\n

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Our good intentions end up having the reverse effect and even risk damaging the fragile relationship some students have with reading.<\/p>\n

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So instead of competitions, think in terms of rewards for milestones.\u00a0 Completing a phonics intervention course, reading to an adult for 5 minutes, completing a whole book or contributing to a class discussion about a text are all significant milestones.\u00a0 It takes careful planning to structure the rewards steps so that they are progressive, challenging and have impact but well worth the time investment over an ill fated competition that will engage a limited few.<\/p>\n

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Calendar of Literacy Events<\/u><\/strong><\/p>\n

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You know the ones.\u00a0 National Write a Poem About a Fish Week.\u00a0 Global Haiku Month.\u00a0 World Dress Up As Elsa or Iron Man Day.\u00a0 Every well intentioned literacy group and organisation on the planet seems to have their own version currently.\u00a0 But here\u2019s the thing: You don\u2019t have to be involved in them all.\u00a0 You don\u2019t even have to be involved in any of them.\u00a0 A calendar of well intentioned events that look great on social media is going to do little to increase the literacy of your students unless they are built into your curriculum plans in a meaningful way.<\/p>\n

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If your students are currently studying A Midsummer Night\u2019s Dream and you suddenly ask them to write a poem about a goldfish for International Goldfish Poetry Month, it probably isn\u2019t going to move their knowledge of Shakespeare forward very much.\u00a0 Nor poetry.\u00a0 Nor goldfish.<\/p>\n

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We will deal with World Book Day when that time of the year looms large again but suffice to say that if your plans for that day don\u2019t involve a significant amount of structured and deliberate reading, you have missed the point.<\/p>\n

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So instead of taking part in an event that has been crow-barred into the calendar, hold your own.\u00a0 When you study poetry from other cultures with Year 8, hold your own festival of poetry.\u00a0 Make it a celebration of both them and what they have been studying.\u00a0 That will have far more impact than an over crowded calendar of events that look good on social media but have little actual impact on students.<\/p>\n

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D.E.A.R.<\/u><\/strong><\/p>\n

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Drop Everything And Read\u2026 or more aptly named for some students: Drop Everything And Daydream Whilst Holding A Book Open In Front Of Me.\u00a0 Let\u2019s start this one with a massive caveat: Independent reading for pleasure is the single biggest indicator of success in education.\u00a0 Students who read more independently are more successful in school.\u00a0 So it makes logical sense that getting students to read independently more often must lead to more success right?\u00a0 Well kind of.\u00a0 But not really.<\/p>\n

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For those that find independent reading enjoyable and not too difficult it is great.\u00a0 20 minutes where they get to plough into the book they are currently reading is brilliant for them.\u00a0 But what about the student who struggles to decode at word level because of a limited phonics knowledge?\u00a0 What about the student whose background knowledge is so limited that they struggle to comprehend the text even though they can read the words?\u00a0 What are they getting out of it?<\/p>\n

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A far better use of D.E.A.R. time is to actually read to the group.\u00a0 Even in KS4.\u00a0 Remove the decoding and background knowledge barriers by reading a challenging text TO the group.\u00a0 We call it \u201cInteractive Read Aloud<\/a>\u201d at The Literacy Engine where the adult in the room reads a text, clarifies difficult concepts, explains vocabulary, adds background knowledge, checks for understanding and generally models what it looks and sounds like to be excited and interested by a text.\u00a0 So instead of D.E.A.R., think about a more structured Drop Everything And Read TO THEM session.<\/p>\n

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Gimmicks<\/u><\/strong><\/p>\n

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This is an area where social media has had a massive impact on the proliferation of certain things that have very little impact on learning..\u00a0 The book corner, decorated as a fantasy forest with artificial plants and vines. Books in vending machines.\u00a0 Posters adorning corridor walls proclaiming \u201cWe Are Readers\u201d with the covers of several books on them.\u00a0 Stuff that looks good but has little impact on a student\u2019s ability to decode words or comprehend texts.<\/p>\n

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Now there is a massive caveat hanging over this section.\u00a0 If you don\u2019t have appealing places to read and students don\u2019t know about books then they are even less likely to pick up a book in the first place.\u00a0 Any efforts that can be made to improve those things are efforts well spent\u2026 within reason.\u00a0 This stuff is the glaze on top of the cherry that sits on top of the icing on top of the cake.<\/p>\n

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Is spending funds on a vending machine the best use of that money?\u00a0 Or would it be better spent on actual reading materials?\u00a0 A class set of Treasure Island to read with Tutors.\u00a0 A selection of diversity and inclusion themed books for the library.\u00a0 A structured non-fiction reading programme for Tutor Time.\u00a0 If your Literacy Strategy doesn\u2019t provide structured intervention for those that can\u2019t yet decode at word level, doesn\u2019t provide staged and guided reading practice and makes no attempt to develop the disciplinary knowledge and skills needed to access text across the curriculum you should probably be starting there.<\/p>\n

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Lots of things are done in the name of \u201cpromoting a love of books\u201d or \u201cgetting students excited about reading\u201d that ultimately have absolutely no impact on either of them.\u00a0 Experiment for yourself if you are still unsure.\u00a0 Ask your Year 9 students which book they were inspired to pick up and read when they saw you dressed as Where\u2019s Wally last year.\u00a0 Check their reading age data after your half termly reading competition.\u00a0 These strategies are often used with the absolute best intentions at heart however if they feature prominently in your literacy strategy it is probably time to re-evaluate what has an impact and why.<\/strong><\/p>\n

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When the dust settles and the data is counted schools are often left scratching their heads as to why data 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the dust settles and the data is counted schools are often left scratching their heads as to why data […]","jetpack-related-posts":[{"id":2757,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/16\/the-difference-between-literacy-and-disciplinary-literacy\/","url_meta":{"origin":2687,"position":0},"title":"The difference between \u201cLiteracy\u201d and \u201cDisciplinary Literacy\u201d","author":"theliteracyengine","date":"June 16, 2023","format":false,"excerpt":"The difference between \u201cLiteracy\u201d and \u201cDisciplinary Literacy\u201d \u201cDisciplinary Literacy\u201d has risen to prominence in recent years with approaches differing wildly between schools.\u00a0 The EEF report on improving literacy in secondary schools cites it as being a key factor in successful literacy development.\u00a0 There is vast variance in what \u201cdisciplinary literacy\u201d\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"The 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There have been many studies and reports about the effects of reading for pleasure on the learning of young people.\u00a0 For example this summary of OECD findings and the UCL\u2019s work on the impact of reading are highly regarded and unanimously\u2026","rel":"","context":"In \"DEAR\"","block_context":{"text":"DEAR","link":"https:\/\/literacyengine.co.uk\/index.php\/tag\/dear\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/20230603_170433.jpg?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2800,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/07\/09\/what-if-we-assume-students-dont-read-at-home\/","url_meta":{"origin":2687,"position":2},"title":"What if we assume students don’t read at home?","author":"theliteracyengine","date":"July 9, 2023","format":false,"excerpt":"What if we assume students don't read at home? We\u2019ve blogged previously about the myth of \u201cReading for Pleasure\u201d and how some of the interventions we try in order to make students read in their free time are more style than substance. If we accept that it is going to\u2026","rel":"","context":"With 1 comment","block_context":{"text":"With 1 comment","link":"https:\/\/literacyengine.co.uk\/index.php\/2023\/07\/09\/what-if-we-assume-students-dont-read-at-home\/#comments"},"img":{"alt_text":"What if we assume students don't read at home?","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2745,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/09\/time-to-put-reading-back-to-the-top-of-the-class\/","url_meta":{"origin":2687,"position":3},"title":"Time to put reading back to the top of the class","author":"theliteracyengine","date":"June 9, 2023","format":false,"excerpt":"The bottom line is that we can\u2019t strip all opportunities to read from lessons and then complain that students don\u2019t read. We need to reclaim reading as the most prominent method for students to encounter new information. This can of course be coupled with careful explanation and deliberate modelling, but\u2026","rel":"","context":"In \"DEAR\"","block_context":{"text":"DEAR","link":"https:\/\/literacyengine.co.uk\/index.php\/tag\/dear\/"},"img":{"alt_text":"Time to put reading back to the top of the class","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2786,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/29\/do-we-really-mean-reading-for-pleasure-and-is-it-really-effective\/","url_meta":{"origin":2687,"position":4},"title":"Do we really mean \u201cReading for Pleasure\u201d and is it really effective?","author":"theliteracyengine","date":"June 29, 2023","format":false,"excerpt":"Do we really mean \u201cReading for Pleasure\u201d and is it really effective? This article emerged in our Twitter feed this week with the catchy headline \u201cReading for pleasure in childhood boosts brain health in teenage years\u201d.\u00a0 These articles surface every so often usually accompanied by calls to get students \u201cReading\u2026","rel":"","context":"With 2 comments","block_context":{"text":"With 2 comments","link":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/29\/do-we-really-mean-reading-for-pleasure-and-is-it-really-effective\/#comments"},"img":{"alt_text":"Do we really mean \u201cReading for Pleasure\u201d and is it really effective?","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":4832,"url":"https:\/\/literacyengine.co.uk\/index.php\/2024\/04\/10\/knowledge-rich-oracy-for-learning-and-life\/","url_meta":{"origin":2687,"position":5},"title":"Knowledge Rich Oracy for Learning and Life","author":"theliteracyengine","date":"April 10, 2024","format":false,"excerpt":"Since Sir Kier Starmer mentioned \u201coracy\u201d as an educational priority for a new Labour government in July 2023, it has grown in the education world\u2019s consciousness to the point where lots of schools are now scrambling to incorporate it in anticipation of the changes. \u201cIt\u2019s not just a skill for\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/2687","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/comments?post=2687"}],"version-history":[{"count":30,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/2687\/revisions"}],"predecessor-version":[{"id":6118,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/2687\/revisions\/6118"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/media\/2688"}],"wp:attachment":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/media?parent=2687"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/categories?post=2687"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/tags?post=2687"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}