The Story of MultiLit : effective instruction for low-progress readers

8 page(s

Editorial

2 page(s

Students’ approaches to learning and teachers’ approaches to teaching in higher education

The book "Developments in educational psychology, 2nd edition" was published on 30 July 2009. The copy right year on the imprint reads ©2010, as from July each year it is the publisher's policy to trip the copyright year to the following year

Why Jaydon can’t read : the triumph of ideology over evidence in teaching reading

12 page(s

Why poor children are more likely to become poor readers : the school years

Socioeconomic status at the individual- and school-level are positively related to literacy achievement in all English-speaking countries. The components of socioeconomic status - income, parent education and parent occupation - are each statistically significant predictors of school literacy achievement but they are primarily a proxy for more directly salient factors. This literature review outlines the factors that are most strongly implicated in literacy achievement. At the individual-level, they are early literacy ability, gene-environment interactions, home learning environment, time spent reading, sleep, school attendance and school mobility. At the school-level, they are school practices and teacher quality, including quality of initial reading instruction. These factors are interactive; not only are socioeconomically disadvantaged children more likely to experience these conditions, they are also more adversely affected by them than their more advantaged peers. This review concludes that understanding the nature of the relationship between socioeconomic status and literacy is the key to mitigating it.24 page(s

Evaluation of a two-phase implementation of a tier-2 (small group) reading intervention for young low-progress readers

In a response to intervention (RtI) model, reading is taught inreasingly intensive tiers of instruction. The aim of the study was to examine the efficacy of a Tier-2 (small group) literacy intervention for young struggling readers. This article focuses on the second phase of a randomised control trial involving 14 students in kindergarten as participants. In Phase 1 of the randomised control trial, the experimental group (E1) received the intervention for 1 hour, 4 days per week, for 3 school terms. The control group received regular classroom instruction. Large and statistically significant mean differences between groups were evident after 3 terms on 2 of 4 measures-the Martin and Pratt Nonword Reading Test and the Burt Reading Test, which measure phonological recoding and single word reading, respectively. Very large effect sizes were found. In Phase 2, the original control group received the intervention in the same way (E2). Testing at the end of Phase 2 confirmed the intervention's large effect on phonological recoding, but the results for the 3 other tests showed no acceleration in the Phase 2 experimental group (E2). This study evaluates the efficacy of the trialled intervention, adds to the research literature on Tier-2 interventions for young struggling readers, and yields practical implications for schools that offer literacy interventions without a strong RtI framework.17 page(s

Evaluation of a two-phase experimental study of a small group (“MultiLit”) reading intervention for older low-progress readers

The study reported here examined the efficacy of a small group (Tier 2 in a three-tier Response to Intervention model) literacy intervention for older low-progress readers (in Years 3–6). This article focuses on the second phase of a two-phase, crossover randomized control trial involving 26 students. In Phase 1, the experimental group (E1) received the 1 h literacy intervention daily for three school terms. The control group received regular classroom instruction. In Phase 2, the original control group received the intervention (E2). At the end of Phase 1, there was a statistically significant difference between groups and a large treatment effect on one of five measures—the Martin and Pratt Non-word Reading Test of phonological recoding. At the end of Phase 2, the large effect on phonological recoding was confirmed for the second experimental group, and there were also statistically significant differences with moderate or large effect sizes on four other measures—single word reading, fluency, passage reading accuracy, and comprehension

Evaluation of a two-phase experimental study of a small group ("MultiLit") reading intervention for older low-progress readers

Abstract: The study reported here examined the efficacy of a small group (Tier 2 in a three-tier Response to Intervention model) literacy intervention for older low-progress readers (in Years 3-6). This article focuses on the second phase of a two-phase, crossover randomized control trial involving 26 students. In Phase 1, the experimental group (E1) received the 1 h literacy intervention daily for three school terms. The control group received regular classroom instruction. In Phase 2, the original control group received the intervention (E2). At the end of Phase 1, there was a statistically significant difference between groups and a large treatment effect on one of five measures-the Martin and Pratt Non-word Reading Test of phonological recoding. At the end of Phase 2, the large effect on phonological recoding was confirmed for the second experimental group, and there were also statistically significant differences with moderate or large effect sizes on four other measures-single word reading, fluency, passage reading accuracy, and comprehension

Effective instruction for older, low-progress readers : meeting the needs of Indigenous students

19 page(s

Teachers' Use of Approval and Disapproval in the Classroom

16 page(s