ABSTRACT
The National Literacy Strategy (NLS) has been held up by authorities on international change to be the largest and most ambitious educational project witnessed since the 1960s (Fullan, 2000). As such, it has been the subject of fierce debate and much research. This article starts by exploring the background to reform in the UK and then compares it with research into another large-scale literacy reform, Success for All (SFA), using seven key differences between the two strategies. It then goes on to analyse the results of a comparative study.
