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Typical outcomes

As can be seen from this table, taken from data collected over 5 years in one school, when given support at home children make considerable gains in their reading age, fluency and attitude to reading. It is this last aspect that is perhaps the most important outcome of the BRP programme.

Reading ages may slip back if the interest at home and attention at school do not continue. This is especially true where children achieve scores several months (sometimes years) beyond their chronological age. The best and most lasting gains in reading age are in those children who are reading not more than a year below average. These children often seem to have progressed beyond their chronological age by the end of the programme. Even if all of this gain is not maintained it is usually enough to ensure that they stay within the average group. In short it is enough to turn them into independent, and occasionally avid, readers.

Occasionally a child will take to the programme with gusto, make rapid and impressive progress. When this happens everyone involved can find they have to re-evaluate the child and one who seemed very average can turn out to be a high flyer in disguise. More often the reward is to see someone curled up in a corner of the classroom pouring over a book or rushing in to tell you something they read online last night. Sometimes being a partner can be very rewarding, as children remember this relationship with affection even years later.