A Multi-Sensory Tutoring Program for Students at Risk of Reading Difficulties: Evidence from a Randomized Field Experiment

Autor/inn/en	Bøg, Martin; Dietrichson, Jens; Isaksson, Anna A.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01