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Autor/inn/en | Bøg, Martin; Dietrichson, Jens; Isaksson, Anna A. |
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Titel | A Multi-Sensory Tutoring Program for Students at Risk of Reading Difficulties: Evidence from a Randomized Field Experiment |
Quelle | In: Journal of Educational Research, 114 (2021) 3, S.233-251 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Dietrichson, Jens) ORCID (Isaksson, Anna A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
DOI | 10.1080/00220671.2021.1902254 |
Schlagwörter | Multisensory Learning; Tutoring; Program Effectiveness; Cost Effectiveness; At Risk Students; Elementary School Students; Grade 1; Kindergarten; Young Children; Reading Difficulties; Reading Attitudes; Reading Motivation; Self Efficacy; Phonics; Phonological Awareness; Decoding (Reading); Emergent Literacy; Foreign Countries; Sweden Sensorische Stimulation; Förderkonzept; Nachhilfeunterricht; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Reading difficulty; Leseschwierigkeit; Reading behavior; Rading behaviour; Leseverhalten; Lesemotivation; Self-efficacy; Selbstwirksamkeit; Dekodierung; Frühleseunterricht; Ausland; Schweden |
Abstract | This study examined a literacy program that targeted students most at risk of reading difficulties in kindergarten and first grade of 12 Swedish schools. The program used multi-sensory learning methods that focused on phonological awareness and phonics, and was delivered during 10 weeks over 30-35 sessions by teachers in a one-to-one or one-to-two setting. In total, 161 students aged 6-7 years were randomly assigned to a treatment group or a waiting list control group. The treatment group showed large and statistically significant improvements compared to the control group on the two pre-registered primary outcome measures: a standardized test of decoding (Hedges' g = 1.07) and a standardized test of letter knowledge (g = 1.03). The improvements were also significantly larger on measures of phonological awareness (g = 0.56) and self-efficacy (g = 0.57), but not on measures of enjoyment and motivation. The program appears cost-effective relative to other tutoring programs. (As Provided). |
Anmerkungen | 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: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |