Literacy and Evidence-Based Practice: Program Evaluation Report

This report provides a comprehensive analysis of a school-wide literacy program designed to improve reading comprehension skills in students aged 10-14. The program targets reading difficulties and aims to enhance reasoning and working memory. The report outlines the program's components, including interactive reading practices and the use of textbooks and storytelling. It summarizes research and evidence supporting the program's effectiveness, highlighting the importance of real-life encounters and social engagement to build memory and awareness. The report critically reflects on the program and teaching strategies, acknowledging both the benefits and limitations, such as time constraints. It concludes that the literacy intervention is beneficial for improving learning methods and provides an evaluative analysis to pave the path of better learning methods to be adopted by the faculties and teachers.

LITERACY AND EVIDENCE BASED
PRACTICE

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
Outline of the program and teaching strategy..............................................................................1
Analysis and summary of the research/evidence to support or disprove.....................................1
Analysis and summary of the research/evidence to support or disprove teaching strategy when
implementing the program...........................................................................................................2
Critically reflect upon the program and teaching strategy in the context of own teaching
practice.........................................................................................................................................2
Does the teaching strategy support the intervention program?...................................................3
Could there a better teaching strategy to support the program?..................................................3
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................4

INTRODUCTION
Literacy interventions have become vital part in providing an intensive and concise
learning and teaching scenarios. This is beneficial for giving insights and knowledge to students
with attaining the highest levels of achievement. Along with, the prime focus is to bridge the
gaps between the learning and understanding abilities of students at personal levels. This
assignment is based on choosing a school wide literacy program to understand the strategic
planning associated with the teaching methods. In addition to this, the focus is to critically
evaluate the literacy program and the teaching strategy to minimise the difficulty levels while
learning any new topic.
MAIN BODY
Outline of the program and teaching strategy
Name the learning difficulty this program targets: Reading and comprehension skills is the
learning difficulty among children. The program is targeting students ranging from 10-14 years
of age. This learning difficulty acts as a hurdle in building knowledge and the children must be
confident about the things they study about to become better adults by choosing the apt career
paths.
Is this program stage specific: This is stage specific due to the existence of children in this
intervention program? Their capacities and competencies are challenged on daily basis and thus
it requires a slow and effective approachability to bring improvisations by strategic planning.
Literacy teaching strategy: The focus is on enhancing the reasoning and working memory
with attention among the children. It is important to overcome the reading comprehension for
few kids who struggle and needs correct support. Here, the agenda is to inspire kids to be curious
and ask things after reading any new topic or subject.
Analysis and summary of the research/evidence to support or disprove
This literacy intervention program focuses on the improvement of the reading and
comprehension skills of children whose cognitive abilities has been hampered with onset of
information systems and lack of parental support. This program has been formulated for building
knowledge base through real life encounters and social engagement to work up the memory. This
aids in generating awareness about self monitoring ability and improving the kid's memory
through reading. It has been also demonstrated that kids are getting disoriented from the
traditional modes of teaching and it is adversely influencing the working memory skills (Ciullo
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and et.al., 2016). Along this, participation from the children is going to be included by including
wide range of games and activities to maintain the productivity at the school premises.
Consequently, the children must be encouraged to re read the lines when not
understanding the content or material mentioned in their curriculum. There is also need of
technical support where regular sessions must be incorporated to impart the reading significance
among the targeted audience (Graham, Harris and Chambers, 2016). Henceforth, the analysis is
done in order to implement the program in better and effective modes.
Analysis and summary of the research/evidence to support or disprove teaching strategy when
implementing the program
Interactive reading practices sessions via using text books, storytelling classes, etc. must
be implemented to give the kids a platform to 'read between the lines' and they have prior
knowledge about it (Ireland, 2018). With digitalization and excessive use of smart phones etc.
the kids are getting attracted to the nonsensical activities which are not useful for their overall
development and growth. Thus, the kids must be encouraged to share the experiences in real life
and conduct activities for gaining updates and enhance their existing skills with new knowledge
(Wigfield,Gladstone and Turci, 2016). The focus is to foster the executive functional units of
attention and improving memory by engaging into group activities and reading the materials
loudly and on regular periods. It brings effectiveness in terms of vocabulary and background
knowledge through applying logic (Hamra and Syatriana, 2015). For instance, open ended
questions round must be used after each reading session to enhance the effectiveness.
Critically reflect upon the program and teaching strategy in the context of own teaching practice
The chosen program and the teaching strategy are in accordance with the adopted
teaching practices to gain attention of the students without pressurising them. Moreover,
Sturtevant and et.al., (2016) elucidated that there is also significant changes in underpinning the
usage of such sessions on weekly basis to improve the interactions between the student-student
and the student-teachers. However, on the other hand, this is time consuming procedure, which
acts as a major restriction in finishing the classes in the given timeline.
Furthermore, the reading skills have become more inclined towards the virtual modes
which have not only affected the reasoning and attention component in context to an individual
but also have led hampering effects on the memory skills. Whereas Aglen, (2016) stated that
such strategy is validated only when followed strictly and regularly or else children might skip it.
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Does the teaching strategy support the intervention program?
This teaching strategy is definitely going to support the intervention program due to the
accessibility factor. All the schools are interconnected under a regulatory body and thus, it
becomes easier for the authorities to apply this program on both local and national levels in
better modes (Markussen-Brown and et.al., 2017).
Could there a better teaching strategy to support the program?
There could be better strategies to be implemented, however at the initial levels, one must
focus to generate awareness and self monitoring analysis about improving reading skills with
sense of responsibility. Therefore, in recent times this strategy will be proved feasible if followed
as per the planning to fetch the optimum levels of profitability and effectiveness.
CONCLUSION
It has been summarised that this literacy intervention has been proved useful in gaining
knowledge, understanding and an evaluative analysis to pave the path of better learning methods
to be adopted by the faculties and teachers. Additionally, a summary has been given to know the
strengths and relevancy of such strategic planning to cope up with the challenges associated with
it. Lastly, a critical evaluation of this literacy program has been conducted to support the
interventions program in more profound modes.
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REFERENCES
Aglen, B., 2016. Pedagogical strategies to teach bachelor students evidence-based practice: A
systematic review. Nurse education today.36.pp.255-263.
Ciullo, S. and et.al., 2016. Implementation of evidence-based literacy practices in middle school
response to intervention: An observation study. Learning Disability Quarterly.39(1).
pp.44-57.
Graham, S., Harris, K.R. and Chambers, A.B., 2016. Evidence-based practice and writing
instruction. Handbook of writing research.2.pp.211-226.
Hamra, A. and Syatriana, E., 2015. Developing a model of teaching reading comprehension for
EFL students. TEFLIN journal.21(1). pp.27-40.
Ireland, L., 2018, May. Collaborative Design of Health Educational Materials on Anxiety to
Increase Mental Health Literacy. In Proceedings of the 19th International ACM
SIGACCESS Conference on Computers and Accessibility (pp. 371-374). ACM.
Markussen-Brown, J. and et.al., 2017. The effects of language-and literacy-focused professional
development on early educators and children: A best-evidence meta-analysis. Early
Childhood Research Quarterly.38. pp.97-115.
Sturtevant, E.G. and et.al., 2016. Principled practices for adolescent literacy: A framework for
instruction and policy. Routledge.
Wigfield, A., Gladstone, J.R. and Turci, L., 2016. Beyond cognition: Reading motivation and
reading comprehension. Child development perspectives.10(3). pp.190-195.
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