Vocabulary for Reading: the power of words

This project evaluated the Vocabulary for Reading (VfR) intervention through a randomised controlled trial (RCT).  

Why is this important? 

In England, 27% of pupils overall and 49% of disadvantaged pupils fail to reach expected reading standards at age 11. In particular, disadvantaged pupils in upper primary are disproportionately hampered by poor vocabulary and reading comprehension struggles. However, only a minority of English schools report using targeted instruction for children with limited vocabulary.

What did it involve?

This study tested VfR as a targeted instruction approach for pupils struggling with vocabulary and comprehension in Key Stage 2 to understand VfR’s potential to improve children’s vocabulary, reading comprehension and overall reading ability in primary schools and its readiness for scale-up.

The project team recruited 60 primary schools in England located in areas of socio-economic disadvantage. These schools were randomly allocated to either implement VfR to struggling pupils in Years 3-4 or to continue with usual teaching and learning.

VfR was delivered by trained teaching assistants and teacher leaders to small groups of 4-8 pupils in three 15-20 minute sessions per week for a total of 12 weeks. These sessions involved a revise/teach/practice/apply structure using games and role play. 

The pupils eligible for VfR completed standardised assessments in reading comprehension and vocabulary at three time points. Data from 393 pupils were analysed to establish the impact of VfR on pupils who received the intervention compared to those who continued with usual teaching and learning. Staff surveys and interviews were used to understand how VfR was delivered, the level of school engagement, and their perceptions of VfR in their setting.

Key findings

There were significant differences in gains between the treatment group who received VfR and the control group who continued with usual teaching and learning:

• Overall Reading Ability – pupils made an additional three months progress;
• Reading Comprehension – pupils made an additional five months progress;
• Vocabulary – pupils made an additional four to seven months progress.

The research concluded that VfR effectively supports pupils with poor vocabulary and reading comprehension to accelerate their skills towards greater reading success.

VfR’s pedagogy aligns well with DfE’s recommendation in The Reading Framework for children to have opportunities to engage with words and understand vocabulary for comprehension.

So given ongoing challenges facing students in England at Key Stages 2 and 3, there would be merit in evaluating VfR further with struggling students in these contexts as part of efforts to improve young people’s academic success.