Research School Network: Fast Forward to Fluency – A TA led, reading fluency intervention. How we’re supporting Teaching Assistants to improve pupils’ reading fluency.

At Shotton Hall Research School, we’ve been working hard to improve reading skills among pupils in our region. Many children leave primary school below the expected reading standard, and we know that for some, whole-class teaching of reading alone isn’t enough for them to access the Key Stage 3 curriculum.

In collaboration with the North East Combined Authority, we’ve implemented an evidence-informed, TA-led reading fluency intervention across 21 secondary schools. This intervention, called Fast-Forward to Fluency, is based on the latest research on reading, effective interventions, and the effective deployment of Teaching Assistants.

Fast-Forward to Fluency is a 12-week small group intervention for Year 7 pupils, conducted twice a week during form time for at least 20 minutes. The sessions are tightly structured for maximum efficiency and effectiveness.

The first round of this pilot intervention ran in the spring term of 2025, involving 21 schools and 219 pupils. It was conducted as a randomised control trial (RCT) to monitor the progress of pupils in the intervention group compared to a control group of 219 pupils.

Pupil Selection
We used Year 6 SATS data to identify a cohort of pupils for diagnostic assessment. (This decision allowed us to use the same standardised score across all schools.) We visited each of the 21 schools to conduct individual, diagnostics assessments, measuring word count per minute (WCPM), using a modified version of Rasinski’s multidimensional fluency scale, and asking summary questions on a text. This provided baseline WCPM and fluency scores to determine if a reading fluency intervention was appropriate.

From the assessed pupils, we created two groups: the ​‘intervention’ group and the ​‘control’ group. The control group received no reading-related intervention during the 12-week period to help us understand how the Fast Forward to Fluency intervention impacted upon pupils’ reading outcomes. After our evaluation is complete, the control group will also take part in the intervention to ensure fair access for all pupils in need of additional support.

Pupil Anthologies
We aimed to provide struggling readers with high-quality, engaging texts to improve reading fluency and enhance cross-curricular cultural capital. Our anthology includes 32 texts across five sections, designed to develop background knowledge in the arts, sciences, and humanities. Each section builds sequentially on the previous one.

Sections include:
- Mad, Bad and Dangerous (history focus)
- Man’s Best Friend (history and geography focus)
- Awesome Animal Adaptations (science focus)
- Best of British Legend (arts focus)
- Mysteries of the Deep (science, geography, history, and arts focus)

The texts use strategies like alliteration, pararhyme, sibilance, and controlled repetition to develop reading fluency and prosody. Written for reading ages 9 – 11, they were crafted using measures like Flesch Kincaid and the Gunning Fog Index. Challenging tier 3 vocabulary is mapped across the texts to support long-term memory formation, with examples including ​‘notorious,’ ​‘symbol,’ ​‘adaptation,’ ​‘species,’ ​‘conquest,’ and ​‘habitat.’

Each text includes comprehension questions for oral discussion.

TA Anthologies
TA anthologies include additional information to support TAs – such as additional background knowledge on each of the 32 texts. We know how busy TAs are and how precious time is, we wanted to have everything they needed in one place. Answers to the comprehension questions are also printed in the TA version of the anthology.

Training
We had a comprehensive training programme for Senior Leaders, Reading Leads and TAs. This covered:

- The cognitive science around reading
- Purposeful use of data
- Reading fluency
- The evidence around effective deployment of Teaching Assistanets.
- Fast-Forward to fluency – what a session looks like
- Core components
- Implementation
- The role of QA in implementation
- Indicators of success and failure

Comprehensive training for all staff, particularly TAs was vital for us. We wanted to ensure that all stakeholders understood not only what we were asking them to do for this intervention, but also why.

Session structure
The 20-minute sessions follow this structure:

1. ​‘Need to knows’ – the TA gives the relevant background knowledge to access the text. This is brief and scripted within the anthology
2. ​‘Word workout’ – definitions and oral practice of identified tier 3 vocabulary used in the text
3. ​‘Challenge cards’ – oral practice of other polysyllabic / unusual vocabulary used in the text.
4. Full text read through by TA and pupils ​‘mumble read’ at the same time. This gives pupils an overview or holistic understanding of the text.
5. Repeated read for prosody – pupils echo read an identified section, sentence by sentence.
6. Choral read for prosody – the pupils in the group choral read the paragraph they have practised, in unison.
7. Comprehension questions – verbal questioning on the content of the text.

Support for TAs
To ensure TAs are well supported, they have undergone a rigorous training programme and have had access to refresher training and peer observation. They also have QR codes in their anthologies which take them to a model recording of the texts being read with enthusiastic expression / prosody. Their anthology also has guidance notes on each stage of the session.

In order to support the TAs with giving effective feedback between each repeated read sentence, we designed a feedback mat which supports TAs in giving specific, granular feedback for pupils to improve their reading.

Implementation visits allowed us to see the intervention in action and offer any follow-up support where needed.

Quality Assurance
We provided Reading Leads with quality assurance tools in order to monitor the effectiveness of the intervention. Through the QA tool we were able to monitor the following:

- Attendance (every session)
- The environment in which the intervention takes place (every three weeks)
- WCPM (every three weeks)
- Quality of TA delivery (every three weeks)

These tools allowed Reading Leads and the team at Shotton Hall Research School to intervene and support where appropriate. It also allowed us to identify any training needs. Regular online catch ups took place with Reading Leads to monitor all aspects of QA.

Feedback
100% of schools have said that pupils have engaged well or very well with the programme. 

RLs have reported background knowledge has increased apace, with many pupils demonstrating increased interest in a variety of topics covered and an improved vocabulary. This has been reiterated by other staff in schools who have noticed pupils’ increased use of challenge vocabulary and an improvement in oracy generally across other subjects. 

The following statements have been taken from feedback: 

- The quality of the texts used within the programme are excellent. The children have responded well, and it has been wonderful to see them actively using some of the key vocabulary in their own writing. 

- The programme has been exceptional – the level of training, support and the high-quality resources have allowed the successful delivery of the programme. 

- The growth in pupils’ confidence and self-esteem, which has created a positive effect in their engagement across school. It has been wonderful to see! 

- The clear structure and excellent resources have made the delivery of the programme smooth and have engaged the children’s interest. 

- Can see the students’ confidence in reading/​fluency improve, they enjoy the texts they are reading 

- Seeing reluctant readers grow in confidence very quickly as they read out loud. There are no issues with students not wanting to attend – they actually seek me out in the corridor to check when our sessions are happening. Highlight of my week to be honest. 

- The variety of different texts allows for students to keep up their engagement and allows them to be excited for what is to come. 

- Incredibly well-structured resources to ensure consistency of delivery based upon the most up to date research. 

- I can already see the difference it is making to the students – improvements in reading and in confidence 

All schools have said they would adopt this approach for future interventions and all schools have said they are interested in further work to support reading and / or interventions. 

Want to learn more?
We’ll be looking for more schools to participate from September 2025. If you’re interested, email me – Alicia.​mcconway@​nelt.​co.​uk

Schools must be based in County Durham, Gateshead, Newcastle, North Tyneside, Northumberland, South Tyneside, Sunderland.