Raising reading achievement in an 'at risk', low socioeconomic, multicultural intermediate school

Jo Fletcher, Michael Grimley, Janinka Greenwood, Faye Parkhill

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


This article focuses on a multicultural, low socioeconomic, intermediate school that over the 4 years of this longitudinal, qualitative, case study made substantial positive shifts in developing a more effective learning environment and improving students' reading achievement. The study found that the factors appearing to have the most influence on this improvement were: effective and collaborative school leadership; ongoing school-wide professional development on teaching reading led by an externally appointed literacy expert; the appointment, within the school, of a literacy leader charged with supporting this development; assessment data being used to inform teaching and a school-wide action plan directed at literacy improvement; the implementation of reading programmes that were regular, focused and sustained; the school leadership proactively ensuring school-wide support for management of appropriate student behaviour; the fostering of home-school partnerships; and ongoing external reviews of school effectiveness.

Original languageEnglish
Pages (from-to)149-171
Number of pages23
JournalJournal of Research in Reading
Issue number2
Publication statusPublished - 1 May 2013
Externally publishedYes


Dive into the research topics of 'Raising reading achievement in an 'at risk', low socioeconomic, multicultural intermediate school'. Together they form a unique fingerprint.

Cite this