Readers Count is a reading intervention based on systematic synthetic phonics, and targeted at children in Years 1 to 3 who have difficulties with reading. Sessions last half an hour and occur two or three times a week, either one-to-one or with pairs of children. A specially trained Readers Count teacher gives children at least three 30 minute lessons a week for a term, individually or in pairs, and a teaching assistant delivers short follow up activities. After a detailed diagnostic assessment, the teacher plans a tailored programme for each pupil.
The teacher liaises with parents and shares their specialist knowledge with colleagues informally and through structured CPD.
Participating schools choose a designated Readers Count teacher, who will be trained as a specialist and deliver the sessions, while also liaising with class teachers and parents. Additionally, follow-up sessions may be delivered by teaching assistants. A Readers Count teacher-in-training can begin to teach pupils after the first two training days.
Reading Support runs the intervention, and provides seven days of local training as well as additional school visits and ongoing support.
Readers Count has not been included in any systematic reviews into the effectiveness of educational programmes.