Results of a Literacy and
Numeracy Extra Lesson program 2000 - 2001
2000 - 2001 results in
Extra Lesson at the Orana School
Table A shows the results for reading, spelling and numeracy gains
for 25 students who have either recently completed the program or
are currently part way through the program.
Literacy and Numeracy Learning Outcomes
(i) All these results are more than twice the rate of gain than
would normally be expected with maturation. These results are
leading us to conclude
that the Extra Lesson Program has significantly improved students literacy and
numeracy performance, and it is an efficacious method of enhancing learning outcomes.
14 students completed Neale Analysis of Reading Tests, gaining at an average
rate of 2.04 months per month in accuracy, and 2.87 months per month in comprehension.
14 students completed Waddington Diagnostic Reading Tests, gaining at an average
rate of 2.24 months per month. The South Australian Spelling Test was completed
by 13 students, who averaged a rate of gain of 2.41 months per month in spelling.
The Basic Number Screening Test was completed by 14 students, with an average
rate of gain of 2.53 months per month.
(ii) Organisational skills
Teachers and parents have consistently reported that children are
better able to organise themselves in setting about and completing
tasks both at home and
at school. There have been comments such as: O was able to complete his science
assignment from start to finish without giving up several times as he would have
last year, P isn't so dreamy any more.
(iii) Attention and on task behaviour
Several children who would scribble over their work in their books
have stopped doing this and they now complete their work. A parent
commented Y seems so much
more mature now. Teachers have commented that children no longer need the constant
teacher direction required before the program. In The Extra Lesson® sessions
it was noted that several children diagnosed with ADHD could come in and complete
the required tasks without using the distracting behaviours previously used in
a lesson e.g. constant talking and moving around the room.
(iv) Improvements in
Parents and teachers reported improvements in many areas, including bike riding
- K is now able to ride her bike around the basketball court, ball bouncing
- M can now bounce a ball 200 times, not just two times, and writing a Class
child diagnosed with dyspraxia by CHADS is now able to write. Most handwriting
samples collected showed improvements, as did knitting - I no longer have to
send his knitting home to be finished, shoe lace tying and general running
and playing in the playground.
Improvements in self-esteem in a large number of children were
evident in significant decreases in behaviour such as hiding
under desks, bed wetting and soiling
pants, avoiding classroom singing and movement activities, crying and complaining
separating from parents in the morning, and avoiding attending school. Some
students were able to form friendships for the first time, and were invited
to birthday parties. Psychosomatic symptoms such as tummy pains, and headaches
were decreased in some children.
(vi) Self-confidence and risk-taking
There were several comments such as: R no longer comes to me at
the board all the time to ask for confirmation of what needs
to be done. She is much more
confident at talking in front of the class; G can now participate more fully
as she can
actually do more of the reading and writing, and D no longer says, "I'm
not very good at this you know,"when writing and reading. (vii) Engagement
in literacy and numeracy activities
Teachers made observations such as; H is
now happy to take home his readers; N wrote a very long word in his book
(catastrophe) from the board without me
even asking him to; D loves reading now; J's maths has really taken off,
and I was very worried about D's spelling, but it all seems to
be happening now,
and she's not so worried about being behind.
1992 results, shown in table B, show a range of improvements after
participating in the Extra Lesson program on the
Schonell reading test. The average gain was 4.32 monthsimprovement
per month for all the students from Class 2 to 6.
(Extra Lesson was offered to some older children at this time.) This is a
much larger than expected rate of improvement.
When only Class
2 and 3 are considered (as the program is now only offered to
Class 1,2 and 3 children), the range of is from
0.37 to 5.5 months improvements
per month, and the average rate is 2.68 months. This is comparable with
results obtained in 2000 and 2001, which are shown in tables C
For the Class 4 to 6 students, the range was from
3 to 12 months improvement per month, and the average was 7.31
This is consistent with other
older students who have participated privately in the program. Both these
are also much greater than would be expected for the average student.
enquire Click Here or call:
Lalage Craig 02 9980 7891 in Sydney
or Mariane Judd 0402 133 382 in Canberra