Our Evidence Base

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Many studies show that 10% of pupils who decode well, seem to experience difficulties understanding what they read. This has serious implications because academic attainment and reading comprehension are highly correlated. Weak reading comprehension also has a negative impact on reading enjoyment and writing skills.
Tony Whatmuff (July 2016).
‘The importance of evidence based practice in education is receiving increased recognition. Inference Training has a firm grounding in both the research into reading comprehension and the theoretical bases of comprehension. The programme provides sound and innovative ways to support children’s reading comprehension and teaches them strategies that can be applied not only to literacy lessons, but across the curriculum.’
Jane Oakhill, University of Sussex
Inference Training …has led to ‘children [being] more positive about their reading experience; they enjoy it more. They have become more active readers, working hard to make sure they understand what is happening in their reading rather than just seeing reading as decoding. Their verbal and written responses to texts are improving, becoming more complex and based in evidence.  They are using their strategies in Mathematics lessons when tackling word problems; in History when reading different interpretations of events; in PSHE [and] RE.’ 
Ellen Saville, Riddings Junior School (2015)
Using Inference training has demonstrated ‘a remarkable gain in reading comprehension’ for children with ASD (Emma-Jane Kehoe, PHD study, 2016) and has been evaluated by Professor Greg Brooks in the Fifth Edition of ‘What Works Well for children and young people with literacy difficulties’ (2016) published by the Dyslexia-SpLD Trust.