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The link between completing Reading Recovery and performance on a phonics screening check

Harmey, Sinead; Anders, Jake; (2023) The link between completing Reading Recovery and performance on a phonics screening check. Journal of Education for Students Placed at Risk 10.1080/10824669.2023.2179057. (In press). Green open access

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Abstract

The purpose of this research was to analyze the performance of pupils (N = 6,023) who took part in Reading Recovery (RR) in England on a decoding test, the Phonics Screening Check (PSC), administered at the end of Year 1 when children are approximately 5 to 6 years of age. The data cover two academic years (2015/2016 and 2016/2017) and include demographic information, pre- and post-intervention achievement test scores and PSC results. Descriptive statistics and linear regression modeling (using a linear spline specification for timing) were used. Results indicated that pupils who had an RR intervention before the PSC performed better than peers who had the intervention during or after the PSC. There was a positive and statistically significant increase in PSC performance among those whose RR intervention began earlier relative to the PSC.

Type: Article
Title: The link between completing Reading Recovery and performance on a phonics screening check
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/10824669.2023.2179057
Publisher version: https://doi.org/10.1080/10824669.2023.2179057
Language: English
Additional information: © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Keywords: Iteracy; intervention; phonics; Educational Attainment; Early Warning; Elementary; Academic Risk; Program Effectiveness
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10165229
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