A randomized controlled trial of an early‐intervention, computer‐based literacy program to boost phonological skills in 4‐ to 6‐year‐old children.

Autor/inn/en	O'Callaghan, Paul; McIvor, Aimee; McVeigh, Claire; Rushe, Teresa
Titel	A randomized controlled trial of an early‐intervention, computer‐based literacy program to boost phonological skills in 4‐ to 6‐year‐old children.
Quelle	In: British journal of educational psychology, (2016) 4, S.546-558Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12122
Schlagwörter	Phonological assessment; Literacy; Working memory; Early intervention; Computer‐based intervention; Intervention; Memory; Reading comprehension; Children & youth
Abstract	Background Many school-based interventions are being delivered in the absence of evidence of effectiveness (Snowling & Hulme, 2011, Br. J. Educ. Psychol., 81, 1). Aims This study sought to address this oversight by evaluating the effectiveness of the commonly used the Lexia Reading Core5 intervention, with 4- to 6-year-old pupils in Northern Ireland. Sample A total of 126 primary school pupils in year 1 and year 2 were screened on the Phonological Assessment Battery 2nd Edition (PhAB-2). Children were recruited from the equivalent year groups to Reception and Year 1 in England and Wales, and Pre-kindergarten and Kindergarten in North America. Methods A total of 98 below-average pupils were randomized (T0) to either an 8-week block (... = 647.51 min, SD = 158.21) of daily access to Lexia Reading Core5 (n = 49) or a waiting-list control group (n = 49). Assessment of phonological skills was completed at post-intervention (T1) and at 2-month follow-up (T2) for the intervention group only. Results Analysis of covariance which controlled for baseline scores found that the Lexia Reading Core5 intervention group made significantly greater gains in blending, F(1, 95) = 6.50, p = .012, partial ... = .064 (small effect size) and non-word reading, F(1, 95) = 7.20, p = .009, partial ... = .070 (small effect size). Analysis of the 2-month follow-up of the intervention group found that all group treatment gains were maintained. However, improvements were not uniform among the intervention group with 35% failing to make progress despite access to support. Post-hoc analysis revealed that higher T0 phonological working memory scores predicted improvements made in phonological skills. Conclusions An early-intervention, computer-based literacy program can be effective in boosting the phonological skills of 4- to 6-year-olds, particularly if these literacy difficulties are not linked to phonological working memory deficits. (ProQuest: ... denotes formulae/symbols omitted.)
Erfasst von	OLC
Update	2022/1/02