A randomised control trial of a MultiLit small group intervention for older low-progress readers

Buckingham, Jennifer; Beaman, Robyn; Wheldall, Kevin

doi:10.1080/19415532.2012.722038

Cited by 11 publications

(4 citation statements)

References 36 publications

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“…Thus, it is not yet clear which aspects of reading acquisition may be linked to verbal working memory improvement. This raises the possibility that the reading training programme in this study-a widely used evidence-based programme (Buckingham et al, 2012)-did not practise verbal working memory to a sufficient degree. Specifically, it is possible the words in the phonics component were not long enough to practise phoneme storage (i.e.…”

Section: Cognitive Neuropsychology 19mentioning

confidence: 97%

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Can verbal working memory training improve reading?

Banales

Kohnen

McArthur

2015

Cognitive Neuropsychology

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The aim of the current study was to determine whether poor verbal working memory is associated with poor word reading accuracy because the former causes the latter, or the latter causes the former. To this end, we tested whether (a) verbal working memory training improves poor verbal working memory or poor word reading accuracy, and whether (b) reading training improves poor reading accuracy or verbal working memory in a case series of four children with poor word reading accuracy and verbal working memory. Each child completed 8 weeks of verbal working memory training and 8 weeks of reading training. Verbal working memory training improved verbal working memory in two of the four children, but did not improve their reading accuracy. Similarly, reading training improved word reading accuracy in all children, but did not improve their verbal working memory. These results suggest that the causal links between verbal working memory and reading accuracy may not be as direct as has been assumed.

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Section: Cognitive Neuropsychology 19mentioning

confidence: 97%

“…The reading training was the Reading Tutor Program by MultiLit®, which is an evidence-based reading intervention for lowprogress readers (Buckingham, Beaman-Wheldall, & Wheldall, 2012). Training was carried out for 30 minutes, three times a week, for 8 weeks (i.e.…”

Section: Trainingmentioning

confidence: 99%

Can verbal working memory training improve reading?

Banales

Kohnen

McArthur

2015

Cognitive Neuropsychology

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“…Through these interventions, it has been revealed that the success rate of intervention strategies varies differently among such children, as some improve significantly better than others, and some continue to struggle throughout life. In the development of reading intervention program for teaching phonics, sight words and guided book reading, Buckingham, Beaman, and Wheldall (2012) found that although the content is the basic unit of any reading program, but the way of presentation of the content can have a significant impact on the reading recovery of the children (Rahimi, 2015). Although reading recovery programs have always been popular, the reviews suggest that there have been methodological limitations for implementing these programs (Slavin, Cynthia, Susan, & Nancy, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching English to Pakistani Mainstream School Dyslexic Students through Computer-Assisted Reading Materials

Anjum¹,

Mansoor

2020

LLR

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The present research aims at investigating the potential of indigenously developed computer-assisted reading materials for teaching the English language to dyslexic students of elementary level in Pakistani mainstream schools. In doing this, grade VI students from a public school were screened using the Learning Disabilities Checklist. Twenty purposively selected participants with a checklist score of 50% or more formed the study sample. Computer-assisted reading materials were designed in the light of Mayer's (2005) Cognitive Theory of Multimedia Learning. A two-week treatment was administered to the students in the computer lab of a public high school. Data collected from the pretest and post-test scores of the participants were analyzed using descriptive statistics and paired sample t-test. The study's findings reveal the efficacy of specifically designed computer-assisted reading materials for teaching the English language to Pakistani mainstream school dyslexic students of elementary level.

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“…Although originally designed to be used one-on-one in clinical settings, FRIENDS for Life has been shown to be effective in schools when delivered to groups by an appropriately trained professional such as a psychologist or counsellor. Another evidence-based program widely used in schools is MultiLit, a reading intervention that has been evaluated in a series of studies by the program's developers (see, e.g., Buckingham, Beaman, & Wheldall, 2012; Wheldall & Wheldall, 2014). Significant improvements in aspects of literacy such as decoding, fluency, comprehension, and confidence have been demonstrated.…”

Section: Evidence-based Interventions In Schoolsmentioning

confidence: 99%

Adapting Evidence-Based Interventions for Students With Developmental Disabilities

Gilmore

Campbell

Shochet

2016

J. Psychol. Couns. Sch.

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Students with developmental disabilities have many challenges with learning and adaptive behaviour, as well as a higher prevalence rate of mental health problems. Although there is a substantial body of evidence for efficacious interventions for enhancing resilience and promoting mental health in typically developing children, very few programs have been modified for use with students with developmental disabilities. In this article we present two interventions (Aussie Optimism and the Resourceful Adolescent Program) that have been rigorously tested with typically developing students and subsequently adapted and evaluated for their effectiveness for students with developmental disabilities. The article highlights the critical importance of using interventions with a robust evidence base, and the important role for school psychologists and counsellors in program selection, implementation, and evaluation.

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A randomised control trial of a MultiLit small group intervention for older low-progress readers

Cited by 11 publications

References 36 publications

Can verbal working memory training improve reading?

Can verbal working memory training improve reading?

Teaching English to Pakistani Mainstream School Dyslexic Students through Computer-Assisted Reading Materials

Adapting Evidence-Based Interventions for Students With Developmental Disabilities

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