Learning support assistants can deliver effective reading interventions for ‘at-risk’ children
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Evidence suggests that phonic interventions delivered by trained researchers improve early reading and spelling. This study sought to explore whether school Learning Support Assistants (LSAs) can also improve performance using these methods. Four groups (each of n = 27) of the poorest reading 6-year-old children in nine schools were screened and selected for this study. LSAs were briefly trained to administer phonic programmes as small group interventions for nine weeks. Rhyme- and phoneme-based programmes were also contrasted with controls receiving the National Literacy Strategy. At post-test, all intervention group children were better decoders, and had better phonological awareness and letter – sound knowledge than controls. The phoneme-based group had better letter – sound knowledge than the other intervention groups. It is concluded that trained Learning Support Assistants can deliver effective early preventive programmes for literacy difficulties.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.007 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it