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Effects of a Randomized Reading Intervention Study Aimed at 9-Year-Olds: A 5-Year Follow-up.
- Source :
-
Dyslexia (10769242) . May2016, Vol. 22 Issue 2, p85-100. 17p. - Publication Year :
- 2016
-
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]
- Subjects :
- *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
Subjects
Details
- Language :
- English
- ISSN :
- 10769242
- Volume :
- 22
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Dyslexia (10769242)
- Publication Type :
- Academic Journal
- Accession number :
- 115132512
- Full Text :
- https://doi.org/10.1002/dys.1529