Longitudinal Reading Outcomes in Response to a Book-Based, Whole Class Intervention for Students from Diverse Cultural, Linguistic and Socio-Economic Backgrounds

Autor/inn/en	Lathouras, Maria; Westerveld, Marleen F.; Trembath, David
Titel	Longitudinal Reading Outcomes in Response to a Book-Based, Whole Class Intervention for Students from Diverse Cultural, Linguistic and Socio-Economic Backgrounds
Quelle	In: Australian Journal of Learning Difficulties, 24 (2019) 2, S.147-161 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lathouras, Maria) ORCID (Westerveld, Marleen F.) ORCID (Trembath, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2019.1640755
Schlagwörter	Elementary School Students; Grade 1; Foreign Countries; Low Income Students; Oral Language; Receptive Language; Phonological Awareness; Program Effectiveness; Intervention; Emergent Literacy; Reading Skills; Conventional Instruction; Student Diversity; Books; Large Group Instruction; Vocabulary Development; Grade 2; Reading Achievement; Reading Comprehension; Accuracy; Australia + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Rezeptive Kommunikationsfähigkeit; Frühleseunterricht; Reading skill; Lesefertigkeit; Book; Buch; Monographie; Monografie; Wortschatzarbeit; School year 02; 2. Schuljahr; Schuljahr 02; Leseleistung; Leseverstehen; Australien
Abstract	This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2 years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a controlled trial, the original study findings revealed larger gains in oral narrative, receptive vocabulary, and phonological awareness amongst students who received the intervention compared to those who received regular classroom instruction. At follow-up, student reading performance was compared using a standardised reading assessment. There were no differences between students who received the intervention and those who did not. To further investigate these findings, the oral language and emergent literacy skills of "average" and "below average" readers at the end of the first year of schooling were compared to assist in tailoring follow-up interventions. The implications for universal classroom-based programmes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01