Summary

The aim of this review was to examine the design, content and imlementation of L3. We used three methods: document review, quantitative survey analysis and qualitative interview analysis.

Key findings included:

• Whilst L3 drew on some research, it did not draw on the full range of available research into early literacy teaching.
• L3 provides only limited ‘systematic’ teaching and a form of ‘explicit’ teaching that is not consistent with current best practice, especially with regards to phonics and phonemic awareness.
• Teachers reported that a key strength of L3 was a substantial change in their knowledge, practice and confidence. Many reported that they were impressed with the training model, especially the in-school coaching.
• Teachers reported that some of the L3 strategies were time consuming and challenging to implement, with some students needing more support than L3 offers.