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Long-term outcomes of early reading intervention

By Jane Hurry and Kathy Sylva


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, ninety-five were assigned to Reading Recovery, ninety-seven 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 longterm, three and a half years after intervention, there were no significant effects on reading overall, though Reading Recovery had a significant effect for a sub-group of children who were complete non-readers at six years old. Phonological training had a significant effect on spelling. The short and medium-term effects demonstrate that it is possible to substantially reduce children’s reading problems. The long-term effects raise doubts about relying on early intervention alone

Year: 2007
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