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, 86 (2016) 4, S.546-558 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
Schlagwörter	Program Effectiveness; Reading Programs; Foreign Countries; Intervention; Elementary School Students; Randomized Controlled Trials; Phonology; Reading Skills; Phonological Awareness; Statistical Analysis; Effect Size; Short Term Memory; Computer Assisted Instruction; Educational Technology; North America; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Fonologie; Reading skill; Lesefertigkeit; Statistische Analyse; Kurzzeitgedächtnis; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Nordamerika
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 (x-bar = 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 = 0.012, partial ?[superscript 2] = 0.064 (small effect size) and non-word reading, F(1, 95) = 7.20, p = 0.009, partial ?[superscript 2] = 0.070 (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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01