NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1155686
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1940-4158
Further Evidence for the Efficacy of an Evidence-Based, Small Group, Literacy Intervention Program for Young Struggling Readers
Wheldall, Kevin; Wheldall, Robyn; Madelaine, Alison; Reynolds, Meree; Arakelian, Sarah
Australian Journal of Learning Difficulties, v22 n1 p3-13 2017
An earlier series of pilot studies and small-scale experimental studies had previously provided some evidence for the efficacy of a small group early literacy intervention program for young struggling readers. The present paper provides further evidence for efficacy based on a much larger sample of young, socially disadvantaged, at-risk readers. The participants comprised 14 successive intakes of Year 1 and Year 2 students into small group remedial literacy intervention programs hosted by two charitably run tutorial centres. In each semester, over the years 2005-2011, eight students (on average) attended each centre for one hour, for four days per week, for 15 weeks. Pre- and post-test assessment data on eight measures of early literacy performance were available on up to 194 students who completed the program. Substantial and statistically significant gains were evident on all literacy measures with large effect sizes. These results provide further evidence for the efficacy of the small group literacy intervention program.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A