Chapter One Impact Report 2023-24 - Flipbook - Page 43
APPENDIX: DATA SOURCES AND METHODOLOGY
Our evaluation combines quantitative
and qualitative methods, with all
analysis conducted by our in-house
Evidence & Impact Manager, with the
quantitative data peer reviewed by an
independent researcher.
Quantative data sources
Reading attainment/progress
Reading level (numericised book
bands 1 - 9, with 1 low and 9 the
highest): assessed by teachers and
volunteers at the start and end of
the programme and collected on
the Chapter One platform for all
participating children who attended
5+ reading sessions (n = 2680). 50%
of children were males, 50% were
females, pupil premium 51.5%, nonpupil premium 48.5%, Year 1 38.7%,
Year 2 42.7%, Mixed Year 1 and Year
2 group 5.2%, Year 3 13.4%
Comparison of reading progress:
progress made by participating
children, compared to similar nonparticipating peers, assessed via an
end of year online survey completed
by a subgroup of teachers (n = 79).
Reading in relation to expected
level: progress made for a subgroup
of children (n = 526), assessed via an
online survey completed by a
randomised sample of teachers at
the start and end of the
programme. The demographic
profile of the subgroup was: 52%
males, 48% females, pupil premium
51%, non-pupil premium 49%, 45%
Year 1 and 55% Year 2 (no year 3s)
Overview of child reading progress:
responses to questions about the
progress children made over the
year asked in end of year online
surveys completed by a subgroup of
teachers (n = 79), volunteers (n =
1163) and parents (n = 208)
Reading behaviours and attitudes
This scale consisted of 14 items in total
and was divided into 2 sub-scales. The
first (6 items) assessed children's reading
knowledge and functional skills, and the
second (8 items) assessed reading
attitudes and behaviours. Start, end and
change mean scores were calculated for
the whole cohort (n = 526) for each scale
item individually, as well as for each subscale. Percentage change scores were
derived from these mean scores which
are reported on pages 5 and 25-31.
Qualitative data sources
interviews with teachers (n = 11)
interviews with volunteers (n = 11)
end of year survey comments from
teachers (n = 79), volunteers (n = 1163)
and parents (n = 208)
interviews with individual children (n =
3)/ two focus groups, each consisting of
3 children (n = 6)
2023-24 Impact Report: Appendix
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