ABSTRACT Educational 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.

中文翻译：

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探索在英国地方当局中使用 ARROW 识字干预来照顾儿童

摘要 英国受照顾儿童 (LAC) 的教育成果是国家和地方政府的优先事项。本研究探讨了 ARROW 扫盲干预对被学校确定需要扫盲支持的 LAC 的影响。ARROW 是一个多感官、基于计算机的程序，旨在通过自我语音反馈提高拼写和阅读能力。ARROW 在关键阶段 2 交付到 33 LAC，儿童在 3-4 周内接受了 6-10 节 ARROW。使用重复测量和比率增益来研究干预前后的阅读和拼写得分。分析表明，接受 ARROW 的学生在阅读和拼写水平方面取得了可衡量的进步，正如之前的研究所预测的那样。对结果进行了批判性讨论，并探讨了使用自我声音（ARROW 的一个核心特征）可能涉及的潜在认知和教学过程。考虑了对进一步研究的影响。