The document discusses moving away from an Accelerated Reader program for literacy research due to mixed evidence of its effectiveness, too many variables in implementation, and lack of progress for some students given the resources. It will instead adopt a Thinking Reading program which teaches reading skills directly rather than just encouraging reading, can accurately track student progress and evaluate the program, and has shown promising evidence even if limited as an individualized approach.

1. Research Literacy:
Literacy Research
Tom Sherrington
@headguruteacher

25. What are we doing?
 We’re moving away from Accelerated Reader
o evidence is mixed
o too many variables in the delivery
o too many students don’t make progress given the time and
resources needed
o there are other ways to encourage reading
 We’re about to adopt Thinking Reading
o It actually teaches reading rather than merely encourage it
o we can track progress and evaluate the scheme accurately
o as a 1:1 scheme, seems to have a better chance of working
o evidence is persuasive if limited