NZ: 'A better start to literacy learning: findings from a teacher-implemented intervention...'

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Debbie_Hepplewhite
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NZ: 'A better start to literacy learning: findings from a teacher-implemented intervention...'

Postby Debbie_Hepplewhite » Fri Jan 11, 2019 11:14 am

Thank you to Dr Catherine Scott for alerting me to this study:

https://link.springer.com/article/10.10 ... Ycy7uYDSnI

A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school

Authors

Gail Gillon
Brigid McNeill
Amy Scott
Amanda Denston
Leanne Wilson
Karyn Carson
Angus Hikairo Macfarlane



Abstract

This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age 5 years, 4 months) who entered school with lower levels of oral language ability. The children attended schools in low socioeconomic communities where additional stress was still evident 6 years after the devastating earthquakes in Christchurch, New Zealand in 2011. The teachers implemented the intervention at the class or large group level for 20 h (four 30-min sessions per week for 10 weeks). A stepped wedge research design was used to evaluate intervention effects. Children with lower oral language ability made significantly more progress in both their phonological awareness and targeted vocabulary knowledge when the teachers implemented the intervention compared to progress made when teachers implemented their usual literacy curriculum. Importantly, the intervention accelerated children’s ability to use improved phonological awareness skills when decoding novel words (treatment effect size d = 0.88). Boys responded to the intervention as well as girls and the skills of children who identified as Māori or Pacific Islands (45.5% of the cohort) improved in similar ways to children who identified as New Zealand European. The findings have important implications for designing successful teacher-implemented interventions, within a multi-tier approach, to support children who enter school with known challenges for their literacy learning.

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