Suas Literacy Support Programme Partner School Questionnaire … · Suas Literacy Support Programme Partner School Questionnaire 11 / 48 #1 COMPLETE Answers Entered Manually Collector:

Suas Literacy Support Programme Partner School Questionnaire

11 / 48

#1 COMPLETE Answers Entered Manually

Collector: Web Link - Manual Entry 11 (Web Link) Started: Wednesday, January 07, 2015 2:17:25 PM Last Modified: Wednesday, January 07, 2015 2:28:40 PM Time Spent: 00:11:14 IP Address: 89.101.195.82

PAGE 1: PERSONAL DETAILS

Q1: School St. Patrick's BNS Cork

Q2: Geographical Area Cork

Q3: Year 2014

Q4: Term September-December

Q5: Name: F. NiChathain

Q6: Are you happy to have your comments used in Suas publications?

Yes

Q7: Type of Intervention? Paired Reading

PAGE 2: Experience of the Programme

Q8: Please rate your overall experience of working with Suas Literacy Programme:

Positive

Q9: Having completed the sessions, please describe the educational benefits for the participants.

Increased interest in reading. Opportunity to read 1-1 with an adult

Q10: Do you feel that the programme has any additional benefits for the participants?

Yes

Q11: If yes, please describe the additional benefits for the participants.

The boys don't very often get a chance to read alone with an adult at school, so we found this the most beneficial.

PAGE 3: Project Structure

Q12: I found the sessions: (scheduling/duration/supervision)

Neutral,

Comments Time-tabling was an issue.


22 / 48

Q13: Mentor attendance Neutral,

Comments: On a few occasions, there weren't enough adults for the 6 boys in the group, so they had to take turns to read their book.

Q14: Participant Attendance: Neutral

Q15: Delivery and effectiveness of the intervention Positive

PAGE 4: Challenges

Q16: Please describe any challenges that arose throughout the project/any areas for improvement.

Time-tabling was the main issue. We have many "station-teaching" interventions at out school. There were a few occasions where boys had to miss their station. Early morning time would be more suitable.

PAGE 5: Stories of Progress

Q17: We would like to hear about any individual stories/observations you may have about particular participants who have benefited from the project.

All of the boys enjoyed the experience. They love the one to one attention and they like to work with a "new" person. We don't have any individual stories as 3 teachers shared the supervision.

Q18: Any other comments? Respondent skipped this question


33 / 48




Q1: School Scoil Mhuire Banrion


Q3: Year 2014


Q5: Name: Respondent skipped this question


Yes




Positive


Role modelling by students. One to one attention. Socialization. Positive experience of reading /books.


Yes


Self-esteem building. Motivation. Raises aspirations to access third level.



44 / 48


Positive

Q13: Mentor attendance Positive

Q14: Participant Attendance: Positive


PAGE 4: Challenges


One of many opportunities and is somewhat limited perhaps in its effectiveness- still worthwhile for qualitative reasons



Overheard child saying "I want to go to UCC". Children looking forward to it- has become a highlight in the school week.



55 / 48




Q1: School Virgin Mary BNS

Q2: Geographical Area Dublin North

Q3: Year 2014


Q5: Name: Deirdre Lonergan


Yes




Very Positive


Higher self esteem. More confident reading. Better fluency. Improved comprehension. More enjoyment of and interest in reading. More willing to "tackle" different types of books. More comfortable reading.


Yes


Enjoyed interaction with mentors, an adult reading with/talking to them. Improved self esteem/ confidence. Sense of pride at amount of books being read. Suas paired reading is embedded as part of the school day. Pupils look forward to it.



66 / 48


Very Positive

Q13: Mentor attendance Very Positive

Q14: Participant Attendance: Very Positive

Q15: Delivery and effectiveness of the intervention Very positive

PAGE 4: Challenges


Respondent skipped this question



Younger pupils who have just started the programme: Very excited by it. Positive experiences. Enjoy engaging with mentors. Asked every day when they were going reading. Pupil in 2nd class with dyslexia-confidence has improved tremendously, fluency in reading has also improved. Emergent readers have improved visibly. Pupils are very excited about the amount of books they have read.

Q18: Any other comments?

Many thanks to all the mentors who have volunteered to date. They engaged wonderfully with the pupils and created a lovely atmosphere. Pupils had a hugely positive experience with them and their confidence in themselves and in their ability to read absolutely soared.


77 / 48




Q1: School Virgin Mary GNS


Q3: Year 2014


Q5: Name: Leslie Byrne


Yes




Very Positive


Huge increase in interest in reading. Increase in enjoyment of reading aloud. Active anticipation of library visits & Suas session. While on yard duty myself, I overheard one girl saying to her friend "I can't wait to go to Suas today".


Yes


Reading is now seen as a pleasurable experience rather than a chore. Confidence in reading aloud to a peer group has improved. Fluency of reading in Suas group has increased.



88 / 48


Very Positive,

Comments Very happy with mentor selection and also their pre Suas training.

Q13: Mentor attendance Very Positive,

Comments: Mentor attendance on both days excellent this year. I am also really with "sub"cover when one mentor could not make a session due to an exam.

Q14: Participant Attendance: Very Positive,

Comments: Our children love participating in Suas. I am accosted regularly by girls asking me and I Quote:"When can I do Suas?"

Q15: Delivery and effectiveness of the intervention Very positive,

Comments: Our DCU mentors built up a great rapport with our girls. Both mentors and participants enjoyed and valued their reading sessions.

PAGE 4: Challenges


We changed our Suas days form Tuesdays and Wednesdays last year to Wednesdays and Thursdays this year and this has impacted on mentor attendance. This year the mentor attendance has been excellent.



The benefits for all our Suas participants have been immense. However for one little girl the impact has been really noticeable. This child would have quite a lot of challenges in her day to day living. Reading in any shape or form would not have been on any priority list for her. To say that she enjoyed her paired reading sessions would be an understatement. She is now a "reader" which she was not, before Suas. She is flying through her class and library readers. She has become particularly fond of the Allen Ahlberg books and is determined to read the whole series! As I said, before participating in Suas, reading for her was a chore but now, reading is a pleasure.



99 / 48




Q1: School St. Joseph's Co-Ed

Q2: Geographical Area Dublin Central

Q3: Year 2014


Q5: Name: Niall Heneghan


Yes




Very Positive


Gained lots of confidence in speaking/ reading out loud. Greater willingness to read out loud.


Yes


Building a bond/ connection with another adult.



Positive,

Comments More time needed in session 1 "get to know" the children by teacher given time to talk to mentors about children.


1010 / 48




PAGE 4: Challenges





Comments by Norrie Coady: The children engaged in the paired reading with great enthusiasm. The regularity and frequency of the twice weekly one to one, 30 minute session certainly resulted in improved reading fluency and confidence for each child. The fact that the child engaged in positive, one to one conversation with a new adult in their lives, whom they felt was there especially for them, added to the positive reading experience for the child. Children who would normally be reluctant to read, afraid that they might be ridiculed for their reading difficulties.


Child told mentor-will probably leave school and have a few kids like my mam and info like that is very important for teacher to pick up on and build in little exercises on CSPHE or subtly make changes to approach & teaching with child.


1111 / 48




Q1: School St. Vincent's GNS


Q3: Year 2014


Q5: Name: Margaret O'Connor


Yes




Very Positive


In discussion with the class teachers they felt that the pupils who were involved with the project were more willing to read aloud in class than other students. One student in particular has grown in confidence and is reading more. There is an increased interest in books in general among those students.


Yes


I think what I already stated above in the previous question is very evident in both classrooms. Students have a greater love and interest in reading.



1212 / 48


Very Positive,

Comments Excellent organisation. The whole process was seamless once it began.


Comments: Excellent mentors who genuinely loved what they were doing. They developed a special rapport with the girls over the 8 weeks.


Comments: On time every week with a smile, encouraging, praising and supporting the girls. There was always time for a chat!


Comments: I think the programme is extremely well organised and runs fluidly due to all the people in the background. The mentors are well prepared and understand the importance of consistency in terms of time keeping and personnel. They never let the students down once over the 8 weeks.

PAGE 4: Challenges


There were none, this may be due to the fact that this is our 3rd year engaged in the programme and we have resolved glitches that may have been present previously.



As I mentioned earlier the children who attended the Suas initiative seem to be more willing than the rest of the class to read aloud. One student has become visibly confident about reading. More confidence about reading and reading all the time. Overall a more positive attitude towards reading amongst the participants.



1313 / 48


Collector: Web Link - Manual Entry 13 (Web Link) Started: Wednesday, April 15, 2015 4:18:23 PM Last Modified: Wednesday, April 15, 2015 4:23:17 PM Time Spent: 00:04:53 IP Address: 89.101.195.82




Q3: Year 2015

Q4: Term January-June

Q5: Name: St Josephs Co Ed


Yes






Very Positive

Respondent skipped this question Yes


as stated before



Very Positive




1414 / 48


PAGE 4: Challenges




Q17: We would like to hear about any individual stories/observations you may have about particular participantswho have benefited from the project.




1515 / 48


Collector: Web Link - Manual Entry 14 (Web Link) Started: Thursday, April 16, 2015 9:23:03 AM Last Modified: Thursday, April 16, 2015 10:01:40 AM Time Spent: 00:38:36 IP Address: 89.101.195.82


Q1: School Virgin Mary BNS


Q3: Year 2015


Q5: Name: Josephine Lonergan


Yes




Very Positive


pupils more willing to read pupils more confident (standardised testing won't be done in school until May so I'll let you know then how our pupils fared)


Yes


pupils benefited from one to one attention from interested adults - socially and educationally, improved self esteem



Very Positive


1616 / 48

Q13: Mentor attendance Comments: mentors were incredibly positive, and interested in the pupils and the schools



Comments: pre post testing probably better done in school - ie scoring

PAGE 4: Challenges


4th class pupil with severe speech and language difficulties blossomed under the mentoring of the students, his confidence has grown immeasurably





if it would help I could meet the mentor who will be working in our school at their induction evening in DCU? It would also cut down on time spent talking to them when they arrive to do the reading with the pupils


1717 / 48


Collector: Web Link - Manual Entry 15 (Web Link) Started: Thursday, April 16, 2015 3:02:00 PM Last Modified: Thursday, April 16, 2015 3:15:25 PM Time Spent: 00:13:25 IP Address: 89.101.195.82


Q1: School Scoil Mhuire Banrion


Q3: Year 2015


Q5: Name: Margaret McSwiney


Yes




Very Positive


There are many qualitative benefits for the children participating. Role models - life long learning, de mystifying college - UCC, enjoyment of books and increased motivation to read for leisure.


Yes


Again it encourages the children to engage with literature and reading in a new way. Increases their social skills - relating to a new adult learner.



Positive



1818 / 48



PAGE 4: Challenges







Generally feel it is a welcome addition to school life. A positive mentoring relationship for the pupils. Enjoyment of reading and books is a bonus.


1919 / 48


Collector: Web Link - Manual Entry 16 (Web Link) Started: Friday, April 17, 2015 10:07:17 AM Last Modified: Friday, April 17, 2015 10:17:49 AM Time Spent: 00:10:31 IP Address: 89.101.195.82


Q1: School St. Patrick's BNS Cork


Q3: Year 2015


Q5: Name: F Ní Chatháin


Yes




Positive


opportunity to read one to one, opportunity to discuss a book one to one, opportunity to explore comprehension one to one, increased interest in reading due to work with lovely UCC students instead of a teacher!


Yes


Same as Q2 - the boys loved to read alone which they don't get an opportunity to do too often. They loved meeting the students, the idea of UCC was very special!



2020 / 48


Neutral,

Comments timetabling was difficult, we had teacher absence, childrens absence, school walk, sports trips, matches etc

Q13: Mentor attendance Positive,

Comments: on the whole very good, we doubled up in absences

Q14: Participant Attendance: Positive,

Comments: They loved reading and they doubled up if child was absent

Q15: Delivery and effectiveness of the intervention Positive,

Comments: The students (UCC) seemed more focussed this time and engaged more with the boys

PAGE 4: Challenges


Timetabling - this term we have had sports activities, practising for school plays practising for school show etc, we always managed to double up when needed



some comments "I'm going to UCC and learn to be a tutor" " I love reading with girls from UCC"


This scheme is fantastic and we welcome any intervention on the whole. Unfortunately some teachers found it too disruptive. Timetables meant some boys missed PE/Arts etc, something that will always be an issue


2121 / 48


Collector: Web Link - Manual Entry 18 (Web Link) Started: Friday, April 17, 2015 12:44:24 PM Last Modified: Friday, April 17, 2015 12:49:18 PM Time Spent: 00:04:53 IP Address: 89.101.195.82


Q1: School Corpus Christi Moyross

Q2: Geographical Area Limerick

Q3: Year 2015


Q5: Name: Ronan Rourke


Yes






Very Positive

Respondent skipped this question Yes


It is hard to judge on a six week programme but they certainly enjoyed it and there is no doubt in my mind that all the additional one to one reading has been very beneficial to them



Very Positive,

Comments slightly longer sessions (45 mins) and over a longer period (12 weeks) may be better


2222 / 48


Q14: Participant Attendance: Negative,

Comments: unfortunately due to a bad bug in school, most participants missed a few sessions


PAGE 4: Challenges


There didn't seem to be any challenges, it all ran smoothly and the children benefited from it greatly



children's comments - "it was very tiring but very good I can read better because they helped me on some of the words Loved being listened to by an adult one to one, it was fun and educational. Liked the idea of putting up thumb when ready to read It was interesting and I liked reading with them


They loved the easter eggs!


2323 / 48


Collector: Web Link - Manual Entry 19 (Web Link) Started: Monday, April 20, 2015 9:45:01 AM Last Modified: Monday, April 20, 2015 9:49:10 AM Time Spent: 00:04:09 IP Address: 89.101.195.82


Q1: School Sundays Well BNS


Q3: Year 2015


Q5: Name: Sheila Crowley


Yes




Positive


pupils enjoyed reading sessions, provided extra opportunity for reading


Yes


extra reading is always beneficial



Positive


Comments: only 5 on a few sessions and different mentors also


2424 / 48

Q14: Participant Attendance: Neutral,

Comments: some boys had poor attendance

Q15: Delivery and effectiveness of the intervention Neutral

PAGE 4: Challenges








2525 / 48


Collector: Web Link - Manual Entry 20 (Web Link) Started: Monday, April 20, 2015 11:02:14 AM Last Modified: Monday, April 20, 2015 11:18:22 AM Time Spent: 00:16:08 IP Address: 89.101.195.82


Q1: School Trinity Comprehensive


Q3: Year 2015


Q5: Name: Joe Kelly


Yes




Very Positive


students enjoyed the sessions, and we hope that this will have a positive impact not just on their reading ability but also on their attitude to reading. It's hard to test improvement over such a short period of time, however positive reading experiences can have a positive long term impact in that it will encourage the young people to grown into confident able readers.


Yes


meeting a young adult weekly in such a positive environment and receiving positive feedback helps the students to become more confident



Positive


2626 / 48




Comments: mentors at all times were courteous and professional

PAGE 4: Challenges


testing over such a short window can be a problem as it is too short a time to measure real improvements



All young people involved looked forward to the sessions. They have all begun to read more outside of the sessions as well


Thank you Suas!


2727 / 48


Collector: Web Link - Manual Entry 21 (Web Link) Started: Monday, April 20, 2015 11:55:32 AM Last Modified: Monday, April 20, 2015 12:00:44 PM Time Spent: 00:05:11 IP Address: 89.101.195.82


Q1: School North Dublin Muslim School


Q3: Year 2015


Q5: Name: Nikkie Herron Rice


Yes




Positive


It is difficult to assess as the pupils never received the pretests. A control group of pupils would be a good way of assessing the educational benefits


Yes


pupils formed good relationships with their mentors and really seemed to engage with them



Neutral,

Comments the term was shortened due to midterm and the public holidays, would have been beneficial for timetabling etc


2828 / 48


Comments: At least five mentors were present for the sessions. This was a positive improvement compared with last year



PAGE 4: Challenges


Punctuality was an issue at times due to public transport issues. Moore communication between the mentors and the school regarding attendance/punctuality would help the school organise the sessions more effectively





The mentors were very friendly towards the pupils. They took an interest in their lives and the ethos of the school


2929 / 48


Collector: Web Link - Manual Entry 22 (Web Link) Started: Monday, April 20, 2015 12:39:58 PM Last Modified: Monday, April 20, 2015 12:47:55 PM Time Spent: 00:07:57 IP Address: 89.101.195.82


Q1: School Scoil Mhuire Gan Smal


Q3: Year 2015


Q5: Name: Ursula McAuliffe


Yes




Very Positive


What we were totally amazed and delighted with was that each class teacher commented on how the participants interaction in class had improved. They contributed to discussions and attempted to answer questions in a very positive manner. Score wise, their spellings showed the greatest improvement. Also an interesting bonus was their attendance and time keeping also improved.



Yes




Very Positive


3030 / 48


Comments: if a mentor was unable to attend, they always ensured there was a "sub" mentor


Comments: two of the participants would occasionally miss days or be late but for the 5 weeks their attendance was excellent


PAGE 4: Challenges


initial teething problems with computers



One of our 5th year participants was reluctant to take part. We asked her to try it for one session. She was thrilled with the experience and she has become a much happier outgoing pupil since. It was also a privilege to watch how the adults "gelled" with the pupils. They were professional and respectful at all times but they really praised and encouraged the pupils. A child who struggles with reading is rarely praised but during the programme they started each day with 30 mins of praise in their systems!


It was a fantastically well run and organised programme. A credit to Suas and Abtran


3131 / 48


Collector: Web Link - Manual Entry 23 (Web Link) Started: Tuesday, April 21, 2015 8:56:09 AM Last Modified: Tuesday, April 21, 2015 9:03:57 AM Time Spent: 00:07:48 IP Address: 89.101.195.82


Q1: School St. Brigid's Senior GNS


Q3: Year 2015


Q5: Name: Niamh Forristal


Yes




Very Positive


The children thoroughly enjoted the reading sessions. Their confidence increased in relation to their reading abilities as the weeks progressed


Yes


I noted that the children involved in the Suas programme were always present on the Monday and Wednesday. The girls confidence in relation to reading increased greatly



Positive


3232 / 48

Q13: Mentor attendance Negative,

Comments: The mentors attendance was very poor. On average four mentors showed up out of six. i felt that this absenteeism affected the bonding with the children, and had a direct impact on the childrens confidence.


Comments: The children involved were always in on their day for Suas.


PAGE 4: Challenges


Overall the programme was very successful and the girls enjoyed the sessions. My only complaint would be the attendance of the mentors. I had to fill in every week as a mentor was missing. The children need consistency in order to build up their confidence with reading but also more importantly a bond with their mentor.



One girl who attended the Wednesday sessions would be a very quiet and withdrawn child. As the weeks progressed I could see her confidence growing and really began to enjoy reading with her mentor.


Overall a very worthwhile programme. The girls enjoyed it immensely. Again I would like to highlight the importance of the mentor attendance


3333 / 48


Collector: Web Link - Manual Entry 25 (Web Link) Started: Thursday, April 23, 2015 4:26:15 PM Last Modified: Thursday, April 23, 2015 4:43:00 PM Time Spent: 00:16:45 IP Address: 89.101.195.82


Q1: School Deerpark CBS Cork


Q3: Year 2015


Q5: Name: Peter Hand


Yes




Positive


it exposed the students to an educational and meaningful use of IT. It helped their communication skills, in some cases, by getting them to talk to an adult they did not know. They mainly enjoyed it. They saw through a programme and got recognition for this.


Yes


Some of the previous answers apply here



3434 / 48


Positive,

Comments Students are probably more attentive in the morning but then their might be difficulties with students not showing up and mentors being there.


Comments: Having the sessions in the afternoon allowed us time to pick up on who was absent and so let mentors know not to come in


Comments: Generally the students turned up for most of the sessions

Q15: Delivery and effectiveness of the intervention Neutral,

Comments: The mentors were great, but the training I felt was too short and some mentors were unsure they were doing the programme correctly. After a day or two of working on the programme it would have been good to have somebody touch base with us/mentors. Mentors were great but I think it may be easier to recruit volunteers rather than companies, but I appreciate it can be difficult to source volunteers

PAGE 4: Challenges





We were abit confused as to the different coloured sheets for testing so we would be interested to know the results. anecdotally teachers have said some of the students have improved in literacy in their classroom


Delighted to have been part of this programme and would be keen to participate in it in the future. Thanks to Aoife and all at Suas for organising and making it happen


3535 / 48


Collector: Web Link - Manual Entry 27 (Web Link) Started: Wednesday, May 06, 2015 4:07:49 PM Last Modified: Wednesday, May 06, 2015 4:14:07 PM Time Spent: 00:06:18 IP Address: 89.101.195.82


Q1: School St Saviours NS

Q2: Geographical Area Waterford

Q3: Year 2015


Q5: Name: Patrick O'Sullivan


Yes




Very Positive


Increased self motivation to read independently Greater sense of achievement eg in completing a novel increased confidence to read aloud increased confidence to discuss a novel Greater fluency Greater appreciation of the importance of punctuation More willing to read aloud Increased interest in reading


Yes


attendance in school more parental support involvement in childs reading expressed interest in joining city library confidence/self esteem



3636 / 48


Very Positive




PAGE 4: Challenges








3737 / 48


Collector: Web Link - Manual Entry 30 (Web Link) Started: Monday, May 18, 2015 9:59:35 AM Last Modified: Monday, May 18, 2015 10:07:45 AM Time Spent: 00:08:09 IP Address: 89.101.195.82


Q1: School Mount Carmel Secondary School


Q3: Year 2015


Q5: Name: Maria Cleary


Yes




Neutral


Increased fluency in reading. A strengthening pf oral skills when talking about books. Increased interest in genre of books available in library.


Yes


communication skills, ability to talk to adults, ability to discuss opinions about a book



Positive,

Comments A nice atmosphere in the library of mutual reading


4040 / 48


Comments: Few mentors attended every session


Q15: Delivery and effectiveness of the intervention Very Negative,

Comments: The major challenge has been included above. Poor communication - a previously eight week programme shortened to five weeks without notification to the school. This leads to planning difficulties for teachers. Some unreliable mentors also posed a challenge for the school.

PAGE 4: Challenges







More communication between Suas programme and the school coordinator.


4141 / 48


Collector: Web Link - Manual Entry 31 (Web Link) Started: Tuesday, June 09, 2015 11:40:29 AM Last Modified: Tuesday, June 09, 2015 11:51:42 AM Time Spent: 00:11:13 IP Address: 89.101.195.82


Q1: School St. Patrick's College


Q3: Year 2015


Q5: Name: Nuala Creedon


Yes




Very Positive


The students enjoyed the excitement of reading with young adults, and it gave them a comfortable link with the world of university. It did increase confidence, both social and in terms of reading. It was a great opportunity in a busy timetable to offer a solid class poerid to reading and it gave weaker readers a leg up with regard to coverage - a feeling that they could read lots of books too



Yes




Positive


4242 / 48


Comments: communication could be better between school and tutors - on both sides. Tutors were disappointed, especially when their students were absent. In general tutors were offered an excellent service.


Q15: Delivery and effectiveness of the intervention Neutral,

Comments: not sure how to answer this apart from repeating earlier comments

PAGE 4: Challenges


Logistics - solvable communication when students are absent, or tutors, or when an extra tutor was arriving



one student in particular who was quite childish enjoyed the kudos of having a boy tutor. She was awkward at first, but she settled in nicely into the reading with him, while other students were to awkward to read with a boy tutor and asked specifically for a girl



4343 / 48


Collector: Web Link - Manual Entry 32 (Web Link) Started: Tuesday, June 09, 2015 2:09:00 PM Last Modified: Tuesday, June 09, 2015 2:22:19 PM Time Spent: 00:13:19 IP Address: 89.101.195.82


Q1: School Terence McSwiney Secondary School


Q3: Year 2015


Q5: Name: Anne Masterson


Yes




Positive


Students enjoyed being read to. Many of these students would not have been read to as babies. Students confidence def improved with these sessions.


Yes


students confidence improved and they enjoyed reading more



Positive



4444 / 48



PAGE 4: Challenges


There was a shortage of mentors during our sessions. Very often we had four readers for a class of 19 students. Many of our students were good readers but it still could have worked better for us if we had a reader for the majority of the students. The poorer readers did not like to be singled our and given a reader





we have been involved with paired reading with suas for three or four years. In the past there was a plentiful of mentors. This past year the shortage of mentors was problematic for us. It is a great programme and it works very well but it does need to be structured for our students for it to be a success. If I had known in advance we would only have three mentors i could have selected the students for paired reading in advance. There was often confusion during the session when there was only a few students with readers


4545 / 48


Collector: Web Link - Manual Entry 34 (Web Link) Started: Tuesday, June 09, 2015 2:36:53 PM Last Modified: Tuesday, June 09, 2015 2:46:09 PM Time Spent: 00:09:15 IP Address: 89.101.195.82


Q1: School Scoil San Phroinsian

Q2: Geographical Area Galway

Q3: Year 2015


Q5: Name: Olivia Lynch


Yes




Positive


Increased confidence in reading aloud during sessions and in the class, progress in reading improved as well as interest and awareness in reading. Confidence discussing aspects of their books improved


Yes


Increased confidence in tackling homework, organisational skills have improved as has time keeping, moving from task to task, interpersonal skills (relating to their mentor well) speaking out in class and answering questions re previous evening homework



Very Positive


4646 / 48


Comments: there was a problem with mentor attendance in Term 2 M Dillon made contact in relation to this



PAGE 4: Challenges


Just the issue of mentor attendance in Term 2 which has been dealt with by phone, I think it related to the timing of volunteering



One boy in particular was reluctant to engage with mentor and was very self conscious but after two sessions was participating readily. Praise goes to the mentors who were all enthusiastic, positive, helpful and skilled in helping the pupils with their homework



4747 / 48


Collector: Web Link - Manual Entry 35 (Web Link) Started: Monday, July 06, 2015 12:08:28 PM Last Modified: Monday, July 06, 2015 12:13:21 PM Time Spent: 00:04:52 IP Address: 89.101.195.82




Q3: Year 2015


Q5: Name: John Mangan


Yes




Very Positive


children learnt, children had a good experience


Yes


Children met someone new Social skills Working with an adult who is not their parent, relative or teacher



Very Positive,

Comments 910am start much better than previous 9am


4848 / 48


Comments: all mentors attended almost all sessions


Comments: some children missed some sessions

Q15: Delivery and effectiveness of the intervention Respondent skipped this

question

PAGE 4: Challenges





Children really enjoyed - I could hear good chats between mentor and children about their dogs, cats rabbits, good fun stories that you would not normally have in the classroom


I noted how the mentors enjoyed the children

Suas Literacy Support Programme Partner School Questionnaire … · Suas Literacy Support Programme Partner School Questionnaire 11 / 48 #1 COMPLETE Answers Entered Manually Collector:

Text of Suas Literacy Support Programme Partner School Questionnaire … · Suas Literacy Support Programme...

An International Measure of Financial Literacy - OECD · An International Measure of Financial Literacy: ... •Financial inclusion ... •Questionnaire designed to be a standalone

Measuring Financial Literacy: Questionnaire and Guidance Notes

Financial Literacy Baseline Survey Seychelles 2016 · 2.5 Questionnaire design ... FinMark Trust prepared this report from findings of the Financial Literacy Baseline Survey Seychelles

Questionnaire 08-02-2013 Epmloyeee Questionnaire

“We have big plans.” – Information Literacy … July 1214, 2016, Kyoto, ... “We have big plans.” – Information Literacy Instruction in Academic ... The questionnaire was

Collecting survey and interview data: evaluating ... · Cross-sectional survey; longitudinal survey; questionnaire; Moodle quiz; semi-structured interview, digital literacy, information

INDEX [] · n.r.i questionnaire 3 keyman questionnaire with annexures 5 employer-employee scheme questionnaire 11 personal financial questionnaire 12 general occupation questionnaire

CRTIEC Summit 2012 v3crtiec/rti_summit/documents/McConnell... · test: ! Oral Language/ Comprehension Questionnaire and PPVT-IV, r = .418 ! Phonological Awareness/ Early Literacy

Measuring Financial Literacy: Questionnaire and Guidance Notes for

Die Bedeutung von Literacy. LITERACY Literacy Literacy literacy lit e racy literacy Literacy 4 5 2 7 1

Evaluation of Suas Literacy Support Projects involving AcceleRead AcceleWrite · 5 Executive Summary This report evaluates outcomes from six Intensive Literacy Support projects directed

The 2018 International Computer and Information Literacy Study … · 2019. 11. 25. · CT assessment): pupils completed the test of CIL, a questionnaire and (where applicable) the

Trivia Questionnaire & retorical questionnaire

AN ASSESSMENT OF ENVIRONMENTAL LITERACY OF · PDF fileteachers answered the Environment Literacy Questionnaire including four components ... v Moreover ... Mart 2011, 208 sayfa Günümüz

Measuring Financial Literacy: Questionnaire and · PDF fileMeasuring Financial Literacy: Questionnaire and Guidance Notes 4 These recommendations were the result of a stock take exercise

Creating a Questionnaire. Questionnaire Development

Questionnaire design 2.8 Design a questionnaire

Financial Literacy Baseline Survey Seychelles 2016 Literacy Survey… · 2.5 Questionnaire design ... FinMark Trust prepared this report from findings of the Financial Literacy Baseline

Appendix 4 QUESTIONNAIRE - etf-europe.org … · 1 Appendix 4 QUESTIONNAIRE CONTENT: Questionnaire cover letter EN pag.2 Questionnaire EN pag.3 Questionnaire cover letter FR pag.7

ASSOCIATION BETWEEN ORAL HEALTH LITERACY AND … · Questionnaire (IPC) subscales 150 Table 53 Percentage of participants reporting poor and good Interpersonal Processes of Care (IPC)

Financial Literacy in Nepal: A Survey Analysis from ...nrb.org.np/ecorev/pdffiles/vol27-1_art4.pdf · questionnaire covering knowledge of credit card, ... tended to hide their spending

Risk Assessment Questionnaire Summary of ResultsAssessment+Questionnaire+-+Decembe… · Risk Assessment Questionnaire ... Risk Assessment Questionnaire – Summary of Results

Alabama Parenting Questionnaire...Alabama Parenting Questionnaire Instrument: Alabama Parenting Questionnaire (APQ) Scale/Subscale Name: Alabama Parenting Questionnaire (APQ) Developers:

Print Awareness Skills and Home Literacy …Literacy Environment Questionnaire (HLEQ) used for the assessment of home literacy skills were conveyed to the parents by the preschool

Chapter Eleven. Lecture Plan Questionnaire Definition Questionnaire Design Process Questionnaire Objectives

The Health Literacy Questionnaire (HLQ): A new approach to measuring health literacy. Professor Rachelle Buchbinder

Development of a home literacy environment questionnaire

Food Literacy Questionnaire on Salt for Filipino College

3 Context Questionnaire Development - OECD 2012... · frameworks for mathematics, reading, science, problem solving and financial literacy. Therefore this section provides a summary

National Assessment of Adult Literacy: English Background Questionnaire · 2005. 12. 14. · NAAL English Background Questionnaire 2 National Center for Education Statistics IF R

Documents

Suas Literacy Support Programme Partner School Questionnaire … · Suas Literacy Support Programme Partner School Questionnaire 11 / 48 #1 COMPLETE Answers Entered Manually Collector:

Text of Suas Literacy Support Programme Partner School Questionnaire … · Suas Literacy Support Programme...