The Primary Improvement Project, at Exeter University, was a large scale study of almost 1,400 schools from 1994 to 1997, funded by the Leverhulme Trust. Taking a broad definition of 'improvement' to include changes and attitude and reading behaviour as well as raised test scores, the project investigated efforts being made at regional, school and classroom level to improve literacy, especially reading. Some pupils seemed to improve dramatically because of teachers' efforts. Others received much help from home including from mothers or sisters. 

More than 90 % of schools said they sent home reading records or spellings to learn. About half ran meetings for parents on reading or had a video or a booklet. Reading at home was most often done by mothers. In the 5 - 7 age group, three out of four mothers, but only one father in two said they helped with reading, while in the 7 - 11 age range, it was one in two mothers and was father in four. Parents often wanted to know specifically how to help but some schools tended to tell them 'Just enjoy it!' Some parents had forgotten when children read classics, leading one child to conclude: 'I think I'm a good reader at school. I'm not a good reader at home.' 

Girls out performed boys at almost every level. This poor start is not rectified in secondary schools, where boys often slip further behind. With the disappearance of 'heavy' jobs, and a premium on language competence, this is a serious problem for the 21st century. Boys improved at roughly the same rate as girls during the year, but they started about four or five points behind and stayed down. Because of the Birmingham year of reading, reading scores in Birmingham primaries improved beyond the national average. 

Ten signs of a successful teacher

• a high level of personal enthusiasm for literature, often supplementing the school's resources with their own books 
• good professional knowledge of children's authors and teaching strategies 
• importance of literacy stressed within a rich literacy environment 
• progress celebrated publicly and children's confidence increased 
• systematic monitoring and assessment 
• regular and varied reading activities 
• pupils encouraged to develop independence and autonomy, attacking unfamiliar words or teachers backing pupils' judgement as authors 
• a high quality of classroom management skill and personal relationships with pupils 
• high expectations, children striving to reach a high standard, whatever their circumstances.