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Long-term outcomes of early reading intervention

Hurry, J; Sylva, K; (2007) Long-term outcomes of early reading intervention. Journal of Research in Reading , 30 (3) pp. 227-248. 10.1111/j.1467-9817.2007.00338.x. Green open access

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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, 95 were assigned to Reading Recovery, 97 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 long-term, 31/2 years after intervention, there were no significant effects on reading overall, though Reading Recovery had a significant effect for a subgroup of children who were complete non-readers at 6 years old. Phonological Training had a significant effect on spelling. The short and medium-term effects demonstrate that it is possible substantially to reduce children's reading problems. The long-term effects raise doubts about relying on early intervention alone. © United Kingdom Literacy Association 2007.

Type: Article
Title: Long-term outcomes of early reading intervention
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/j.1467-9817.2007.00338.x
UCL classification: UCL > Provost and Vice Provost Offices
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 - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/1477919
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