Evidence‐based support provided to struggling readers in later primary years in the UK: a scoping review

Background In the last two decades, a number of empirical studies investigated the impact of UK-based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK-based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findings of available research. Methods A scoping review methodology was used, and six databases were searched from 2000 to 2022. The initial search yielded 1236 studies, of which 24 met the eligibility criteria and were included in this review. Results Most of the included studies (21 out of 24) demonstrated positive outcomes, and the support provided led to improvement in the reading skills of struggling readers in KS2. The available intervention programmes included a wide range of intensity, varied group sizes and targeted different reading skills. There is currently insufficient evidence to suggest the relative efficacy of one intervention over another. Conclusions The review confirmed the need for more robust research in this area and highlighted the importance of learning lessons from the international evidence base

A meta-analysis of training effects on English phonological awareness and reading in native Chinese speakers

Enhancing English phonological awareness is critical in promoting native English speakers’ reading development. However, less attention has been paid to the role of phonological awareness development for English language learners in a logographic context. This meta-analysis aims to evaluate the effectiveness of training native Chinese speakers’ English phonological awareness and reading across age groups. Thirty-three articles, including 37 independent samples, were identified as training studies that reported English phonological awareness as an outcome measure, and 16 articles, including 17 independent samples, featured training studies that reported reading as an outcome measure. Results based on a random-effect model revealed the effect sizes for overall English phonological awareness (including English syllable awareness, phoneme awareness, and rhyme awareness) and overall reading (including word reading and pseudoword reading) were g = 0.651 (n = 3137) and g = 0.498 (n = 1506), respectively. Specifically, instructional training exerted a small impact on word reading (g = 0.297), moderate effects on syllable awareness (g = 0.468) and pseudoword reading (g = 0.586), a medium to large effect on phoneme awareness (g = 0.736), and a large impact on rhyme awareness (g = 0.948). The moderator analyses yielded several significant findings. Regarding the English phonological awareness outcome, programs integrating lexical semantic knowledge exhibited the largest trend in enhancing native Chinese speakers’ skills. Among all age groups, upper elementary students benefited most from instructional training. Furthermore, more intensive training had a greater impact than less intensive training. In terms of the reading outcome, similar to English phonological awareness findings, upper elementary students realized the greatest improvements. Additionally, unpublished articles indicated a larger training effect on reading than published ones. These findings provide practitioners with guidelines for delivering effective instruction to promote phonological awareness and reading ability for English language learners in a logographic language context

Predictive modelling of laser powder bed fusion of Fe-based nanocrystalline alloys based on experimental data using multiple linear regression analysis

This study harnessed bivariate correlational analysis and multiple linear regression analysisto examine the relationship between laser process parameters and the final material properties (bulk density, saturation magnetization (Ms), and coercivity (Hc)) of Fe-based nano crystalline alloys fabricated via laser powder bed fusion (LPBF). A dataset comprising of 162 experimental data points served as the foundation for the investigation. Each data point encompassed five independent variables: laser power (P), laser scan speed (v), hatch spacing (h), layer thickness (t), and energy density (E), along with three dependent variables: bulk density, Ms, and Hc. The bivariate correlational analysis unveiled that bulk density exhibited a significant correlation with P, v, h, and E, whereas Ms and Hc displayed significant correlations exclusively with v and P, respectively. This divergence may stem from the strong influence of microstructure on magnetic properties, which can be impacted not only by the laser process parameters explored in this study but also by other factors such as oxygen levels within the build chamber. Furthermore, our statistical analysis revealed that bulk density increased with rising P, h, and E, while decreased with higher v. Regarding the magnetic properties, a high Ms was achievable through low v, while low Hc resulted from high P. It was concluded that P and v were considered as the primary laser process parameters, influencing h and t due to their control over the melt-pool size. The application of multiple linear regression analysis allowed the prediction of the bulk density by using both laser process parameters and energy density. This approach offered a valuable alternative to time- consuming and costly trial-and-error experiments, yielding a low error of less than 1% between the mean predicted and experimental values. Although a slightly higher error of approximately 6% was observed for Ms, a clear association was established between Ms and v, with lower v values corresponding to higher Ms values