Early intervention

Both schools and pupils benefit from early intervention…

Early discovery is key when it comes to helping struggling readers achieve their potential in the classroom. Many schools rely on the traditional combination of standardised assessments, comprehension tests and teacher observations when it comes to evaluating reading. These can be very effective, however, often require large amounts of time and consequently delay the all-important interventions.

“This matters, because when you’re behind from the start you rarely catch up. Your peers don’t wait, the gap just widens. This has a huge impact on social mobility!” Damian Hinds, Education Secretary

With new research even suggesting that early intervention can help change a child’s brain circuitry, it is important that teachers are given the tools they need to provide pupils with tailored support whilst they are still learning  and refining their language skills.

By monitoring spontaneous eye movements our assessment can offer a startling and unique insight into reading, which helps highlight those experiencing specific difficulties in a matter of minutes. With immediate, objective and in-depth results, teachers can also determine which students require extra support much earlier in their education.

“The assessment was able to highlight some children (particularly girls and those who use coping strategies to present as confident readers) with reading difficulties that had not previously been recognized”

As our method only involves a few simple reading exercises it can also accurately determine the reading attainment of those pupils, who have such a low literacy capability they may not be able to participate in paper-based assessments requiring them to write.

As well as bringing an invaluable objectivity into the assessment process, perhaps one of the greater benefits Lexplore brings is the huge amount of information it puts at teachers fingertips in relation to a child’s reading across many different cognitive processes. This greatly helps when it comes to isolating specific areas requiring more support and also picking up on those easy to miss hyperlexic children.

“What really helped is that the assessments pointed to specific problem areas in some of the pupils’ reading which we can address, such issues with reading speed, difficulty with sounds and lack of confidence in reading aloud.”


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