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ERIC Number: EJ771912
Record Type: Journal
Publication Date: 2007-Aug
Pages: 22
Abstractor: Author
ISSN: ISSN-0141-0423
Long-Term Outcomes of Early Reading Intervention
Hurry, Jane; Sylva, Kathy
Journal of Research in Reading, v30 n3 p227-248 Aug 2007
This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short and medium term both interventions significantly improved aspects of children's reading, Reading Recovery having a broader and more powerful effect. In the long-term, 3 1/2 years after intervention, there were no significant effects on reading overall, though Reading Recovery had a significant effect for a subgroup of children who were complete non-readers at 6 years old. Phonological Training had a significant effect on spelling. The short and medium-term effects demonstrate that it is possible substantially to reduce children's reading problems. The long-term effects raise doubts about relying on early intervention alone.
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A