Have you seen the Every Child Counts reports and case studies on the Every Child a Chance website? I include the links below in case you haven't already seen these.
We've also had E-librarian questions about the effectiveness of intervention programmes in mathematics and literacy. These include references to journal articles in our responses - see links below.
You will find journal articles by searching online databases with combinations of relevant keywords. For example, I searched the BEI with keywords numeracy AND intervention; mathematics AND intervention. I include a sample of references including a 2009 conference paper evaluating the Numbers Counts initiative, which is available in full text. You could then try your own searches for literacy articles if required?
I hope this helps.
Every Child Counts URL: http://www.everychildachancetrust.org/counts/index.cfm
Every Child Counts: the results of the first year
Numbers Count Impact Report - 2008/9
E-librarian
Mathematics Intervention programmes
Intervention programmes Achievement
Literacy Intervention Primary
TTRB
Targeting support: Choosing and implementing interventions for children with significant literacy difficulties
Comparison of Literacy Progress of Young Children in London Schools: A Reading Recovery Follow-up Study
British Education Index
http://www.leeds.ac.uk/bei/
NOTE: For information about accessing full text articles please read this TTRB article: Access to full text journal articles
KEYWORDS: INTERVENTION; MATHEMATICAL-ABILITY; MATHEMATICS EDUCATION; LOW-ACHIEVEMENT; NUMERACY;
How many paths can a child go down? Children-s progress in Numbers Count. Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 2-5 September 2009, pp. 14. Dowrick-Nick, Jackson-Victoria, Dunn-Sylvia.
"This paper reports on a study of Numbers Count, a new numeracy intervention programme for low-attaining 6-7 year-old children in England that has been devised for the Every Child Counts initiative. Entry and exit data was collected on 1,607 children who took part in the first two terms of Numbers Count, between September 2008 and April 2009; teachers provided more detailed accounts of the progress made by 597 of the children. This study aimed to assess the effectiveness of Numbers Count and to investigate the pathways that children followed as they progressed from the start to the end of their programmes. It found that the intervention was effective for all children and particularly for the very lowest-attaining children. Most children made steady progress from start to finish, but the greatest overall gains were achieved by a large group of children who started slowly before making fast progress later. The programme was long enough to allow this to happen. Implications for practitioners are suggested (author abstract)."
URL: http://www.leeds.ac.uk/educol/documents/184169.pdf
Supporting children with gaps in their mathematical understanding: the impact of the National Numeracy Strategy (NNS) on children who find mathematics difficult. Educational and Child Psychology, 2007, vol. 24, no. 2, p. 146-156, ISSN: 0267-1611. Gross-Jean.
Achieving new heights in Cumbria: raising standards in early numeracy through mathematics recovery. Educational and Child Psychology, 2007, vol. 24, no. 2, p. 108-118, ISSN: 0267-1611. Willey-Ruth, Holliday-Amanda, Martland-Jim.
Mathematical thinking intervention programmes for preschool children with normal and low number sense. European Journal of Special Needs Education, May 2005, vol. 20, no. 2, p. 131-146, ISSN: 0885-6257. Aunio-Pirjo, Hautamäki-Jarkko, Luit-Johannes-E-H-van.
Quality indicators for effective early intervention in literacy and numeracy. International Journal of Early Years Education, June 2004, vol. 12, no. 2, p. 157-168, ISSN: 0966-9760. Stobie-Ingeborg.
