Community Learning

Rapid English is ideal for community learning organisations that teach literacy:

• Its adult ‘feel’ makes it suitable for older children and adults

• It can be used successfully by volunteers and trainers without formal educational qualifications

• It allows trainers to quickly establish students’ level and present them with an appropriate study path

• It produces rapid improvements even with students who attend lessons on an occasional basis

• It works equally well for native speakers with poor literacy and non-native speakers needing to learn English
  
  Current users include:

“ A year 5 student who has had several changes of school as well as care placements joined a group of children I was supporting at the beginning of 2009. He had very low self esteem and below average literacy skills. The initial tests results were as follows- 
Rapid English Test A1 82% level 4 - words 
Test B1 28 % level 3 reading 
Test C1 -4- handwriting 
Test D1 36% Level 3 Paragraphs 
Test E1 28% Level 3 reading out aloud 
Test F 1 60% level 4 speaking test 
G1 23% Level 2 grammar 
The child started work on Rapid English in the second week of January and was having half an hour 1:1 a week during school lunch time. My time for working with this child drew to an end at the end of March and a re-test was completed with the following results from the Rapid English progress test. 
Rapid English Test A1 92% level 4 - words +10 
Test B1 92 % level 5 reading + 64 
Test C1 -handwriting-not enough time to re-test 
Test D1 60% Level 4 Paragraphs +24
Test E1 80% Level 4 reading out aloud + 52
Test F 1 80 % level 4 speaking + 20 
Test G1 % Level 2 grammar not enough time to re-test
In just three months this child's confidence and ability to recognise and understand words had improved immensely. This was also confirmed by his SENCO who re tested him using the standard school assessments where both his reading and spelling ages had risen by two years. This had the additional effect of boosting his self esteem, confidence and his will to try harder to achieve what he otherwise would have deemed out of his reach and not worth the effort. This was done in addition to the work completed in school that also contributed to the success. There was good attendance and engagement from the child in the classroom.”
Debbie Child Tutor/ Mentor