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

Recent Results from Midlands Primary School

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.​

™.A.R.R.O.W
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