Abstract
ABSTRACTEducational outcomes for looked after children (LAC) in the UK are a priority for national and local government. This study explored the impact of the ARROW literacy intervention with LAC who had been identified by their schools as requiring literacy support. ARROW is a multi-sensory, computer-based programme, designed to increase spelling and reading attainment through self-voice feedback. ARROW was delivered to 33 LAC at Key Stage 2, with children receiving 6–10 sessions of ARROW over 3–4 weeks. Pre and post-intervention scores for reading and spelling were investigated using repeated measures and ratio gains. Analysis showed that students who received ARROW made measurable gains in reading and spelling levels as predicted by previous research. Results are critically discussed and possible underlying cognitive and pedagogical processes involved in the use of the self-voice, a central feature of ARROW, are explored. Implications for further research are considered.
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