Hurry, Jane;
Sylva, Kathy;
(2007)
Long-term outcomes of early reading intervention.
Journal of Research in Reading
, 30
(3)
pp. 227-248.
Preview |
PDF (Hurry2007Longterm227.pdf)
Hurry2007Longterm227.pdf - Other Download (244kB) | Preview |
Abstract
This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties, Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, ninety-five were assigned to Reading Recovery, ninety-seven to Phonological Training and the remainder acted as controls. In the short and medium-term both interventions significantly improved aspects of children’s reading, Reading Recovery having a broader and more powerful effect. In the longterm, three and a half years after intervention, there were no significant effects on reading overall, though Reading Recovery had a significant effect for a sub-group of children who were complete non-readers at six years old. Phonological training had a significant effect on spelling. The short and medium-term effects demonstrate that it is possible to substantially reduce children’s reading problems. The long-term effects raise doubts about relying on early intervention alone.
| Type: | Article |
|---|---|
| Title: | Long-term outcomes of early reading intervention |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This is one of a handful of studies internationally which follow up the effect of early reading intervention beyond one or two years post intervention. It contrasts two models of intervention which represent the dominant theoretical stances on early reading development, establishing their impact on reading at the end of the primary phase. This, coupled with the large sample size (N=400), and multi-level design, offer: 1) an important theoretical contribution to our understanding of reading development beyond the early stages of decoding and, 2) practical significance , in terms of the education of children with reading difficulties. The definitive version is available at www3.interscience.wiley.com |
| Keywords: | 5 - 10 , Primary school , Literacy , Special educational needs |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10004839 |
Archive Staff Only
 |
View Item |
