ABSTRACT
This chapter focuses on the prior evidence base for catch-up projects. Catch-up projects are educational interventions intended for pupils struggling to reach what are officially deemed the age-appropriate levels in reading (and maths). They are important because struggling pupils entering secondary school are more likely to remain behind, or fall further behind, their classmates, which can also lead to other issues such as disruptive classroom behaviour. Improving children's reading ability is necessary. The chapter provides a brief critical overview of the evidence base on what can be done to improve literacy for pupils at transfer to secondary schools, before focusing on six promising or widespread interventions. It outlines a summary of recent and relevant policy in the UK, and then present existing evidence for a range of catch-up interventions aimed at raising literacy at the transition phase. This evidence is based largely on two systematic reviews conducted.
