1. Effects of a Randomized Reading Intervention Study Aimed at 9-Year-Olds: A 5-Year Follow-up.
- Author
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Wolff, Ulrika
- Subjects
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SHORT-term memory , *PRE-tests & post-tests , *ACTIVITY programs in education , *CLASSROOM activities , *ELEMENTARY schools , *ELEMENTARY school teachers , *ELEMENTARY education , *SCHOOL children , *DYSLEXIA , *COMPARATIVE studies , *LANGUAGE & languages , *LONGITUDINAL method , *RESEARCH methodology , *MEDICAL cooperation , *READABILITY (Literary style) , *READING , *RESEARCH , *STUDENTS , *EVALUATION research , *RANDOMIZED controlled trials , *TREATMENT effectiveness , *PSYCHOLOGY , *THERAPEUTICS - Abstract
The present paper reports on a 5-year follow-up of a randomized reading intervention in grade 3 in Sweden. An intervention group (n = 57) received daily training for 12 weeks in phoneme/grapheme mapping, reading comprehension and reading speed, whereas a control group (n = 55) participated in ordinary classroom activities. The main aim was to investigate if there were remaining effects of the intervention on reading-related skills. Previous analyses showed that the intervention group performed significantly better than the control group on spelling, reading speed, reading comprehension and phoneme awareness at the immediate post-test with sustained effects 1 year later. Results from the 5-year follow-up show that the only significant difference between the intervention (n = 47) and the control group (n = 37) was on word decoding. There was also a significant interaction effect of group assignment and initial word decoding, in the way that the lowest-performing students benefitted the most from the intervention. Another aim was to examine if the children identified in a screening (n = 2212) as poor readers in grade 2 still performed worse than typical readers. The analyses showed that the typically developing students (n = 66) outperformed the students identified as poor readers in grade 2 on working memory, spelling, reading comprehension and word decoding. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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