What We Have Learned: Implementing MiniLit as an Intervention with Young Struggling Readers

Autor/inn/en	Reynolds, Meree; Buckingham, Jennifer; Madelaine, Alison; Arakelian, Sarah; Bell, Nicola; Pogorzelski, Simmone; Wheldall, Robyn; Wheldall, Kevin
Titel	What We Have Learned: Implementing MiniLit as an Intervention with Young Struggling Readers
Quelle	In: Australian Journal of Learning Difficulties, 26 (2021) 2, S.113-125 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buckingham, Jennifer) ORCID (Madelaine, Alison) ORCID (Bell, Nicola) ORCID (Pogorzelski, Simmone) ORCID (Wheldall, Robyn) ORCID (Wheldall, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2021.1989605
Schlagwörter	Intervention; Reading Difficulties; Small Group Instruction; Reading Instruction; Instructional Effectiveness; Reading Programs; Program Development; Foreign Countries; Young Children; Elementary School Students; Australia + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseunterricht; Unterrichtserfolg; Programmplanung; Ausland; Frühe Kindheit; Australien
Abstract	Information about effective interventions for students with early reading difficulties is essential when deciding about how best to provide support. MiniLit, a small-group intervention for young struggling readers, was released in 2011 after several years of development and trials. This paper provides a rationale for MiniLit, a brief history of its development and implementation, and a summary of evidence collected from various efficacy studies. Pre- and post-test group data from program trials and experimental research indicate that MiniLit has produced large gains in students' phonemic awareness, phonic decoding, word reading, and spelling. Experimental studies yielded lower effect sizes than program trials for phonic decoding and word reading skills, with effect sizes for these dimensions in the medium or large range. Program revisions in response to evidence from studies, feedback from practitioners, and findings from recent research about early reading have been undertaken, resulting in the development of MiniLit Sage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01