Daily Supported Reading is a guided method to teaching early reading predominantly in Key Stage One and sometimes for lower attaining readers in Key Stage Two. The programme aims to ensure children become fluent readers who are independently motivated. Children are taught to respond to and engage with new ideas, information, and access and comprehend information with increasing autonomy.
The aim of this research study was to assess the effectiveness of the re-introduction of the Daily Supported Reading Programme in improving reading fluency, comprehension and enabling accelerated progress for lower attaining pupils in Lower Key Stage Two. To trial its effectiveness, a small sample group of Year 4 pupils, who were significantly below age expected attainment, were selected to take part in regular sessions of Daily Supported Reading with a trained adult. Each daily session was thirty minutes in length and the intervention ran for a period of 10 weeks. The reading tracker was used to measure impact from starting to end.