Recent Results from Midlands Primary School
Arrow has shown that it can help very young children who are just learning
​to read. Teachers and parents are very impressed with the way in which young learners quickly adapt to the simple operating system. The adults are obviously delighted with the children's ability to work Arrow and the results gained.
The table below shows results from Midlands Primary schools
​ Gender Age Pre Rndg Post Rndg Pre Spell Post Spell
​
HI F 6y 9m 29 33 22 29
AK M 6y 10m 12 21 17 23
DI F 6y 8m 26 29 21 26
AB M 6y 6m 5 6 10 17
EI M 6y 2m 8 11 13 22
JF M 6y 4m 13 27 19 29
JO F 6y 5m 11 18 16 17
LB M 6y 4m 6 15 14 18
MF M 6y 1m 6 12 11 12
BD F 5y 0m 2 6 4 9
Av. Age 6y 4m 6y 10m 7y 2m 6y 6m 7y 0m
​
Gains 6m Reading 4m Spelling
Evidence from schools in Bolton and Wigan using Year 1 and Year 2 pupils also supports the literacy improvements gained in the Midlands. Three Lancashire schools submitted data:
The pupils at the three schools (n=27) worked in groups of 5 or 1:1 with their A.R.R.O.W. Tutor. The pupils had 4-5 hours A.R.R.O.W.in total, each lesson taking 30+ minutes. Standard A.R.R.O.W.material was used during the intervention. Reading scores rose from an average of 22 to 32, a relative movement of 10 months progress. Spelling scores moved from 20 to 25 realising a 6 month shift in performance. The tutors reported that once the young pupils became familiar with the requirements they worked A.R.R.O.W. on their own.
The samples of work across show the spread of reading/spelling ability even at this young age.
​Both samples are from same-age, same classroom children. Despite the wide ability range, both children were able to benefit from A.R.R.O.W. as a direct result of the carefully differentiated material.
The implications of early A.R.R.O.W. work are considerable for young pupils at risk of developing poor literacy skills. A.R.R.O.W.intervention as successfully experienced by the young pupils in Nottinghamshire and Lancashire schools, could well prevent the cycle of failure which blights too many pupils' reading and writing standards. Of course, for many learners, low literacy skills may well lead to restricted opportunities and unfortunate consequences in later life.​
