Early identification and intervention for children with initial signs of reading deficits - A blinded randomized controlled trial

Volkmer, Susanne; Galuschka, Katharina; Schulte‐Körne, Gerd

doi:10.1016/j.learninstruc.2018.09.002

Cited by 18 publications

(19 citation statements)

References 70 publications

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“…The impact of the intervention was validated by three main results: (i) the intervention group started the school year with worse results than the comparative group and finished the school year with results significantly above of the comparative group, which has also been verified and reported by other authors (e.g., Nagler et al, 2015 ; Horne, 2017 ; Messer and Nash, 2017 ; Rosas et al, 2017 ), (ii) at the end of the first grade the intervention group performed above the critical values, in contrast to the comparative group whose results were below the critical values, and (iii) the magnitude of the effect is higher for the intervention group than for the comparative group. These results are consistent with those obtained with other programs that adopt a similar strategy and which have been applied in different schools in Portugal (e.g., Verdasca et al, 2019 ), as well as internationally (e.g., Ardoin et al, 2016 ; Hollands et al, 2016 ; Messer and Nash, 2017 ; Solheim et al, 2018 ; Jamshidifarsani et al, 2019 ; Martens et al, 2019 ; Volkmer et al, 2019 ). Even if those national programs do not use a quasi-experimental design with two independent groups (intervention and comparison without intervention) as this study use.…”

Section: Discussionsupporting

confidence: 91%

“…The opportunities usually given to students with learning disabilities are not enough for them to consolidate letter-sound knowledge, to develop effective spelling, decoding and reading fluency ( Schaars et al, 2017 ; Duke and Mesmer, 2019 ). In this sense, international research has invested in the development and assessment of the impact of intervention projects that inform the educational practice, promoting the educational success of first graders ( Niedo et al, 2014 ; López-escribano et al, 2014 ; Nagler et al, 2015 ; Shannon et al, 2015 ; Snellings et al, 2015 ; Alber-Morgan et al, 2016 ; Ardoin et al, 2016 ; Hollands et al, 2016 ; Schneider et al, 2016 ; Horne, 2017 ; Madden and Slavin, 2017 ; Messer and Nash, 2017 ; Moser et al, 2017 ; Rosas et al, 2017 ; van de Ven et al, 2017 ; Solheim et al, 2018 ; Jamshidifarsani et al, 2019 ; Martens et al, 2019 ; Volkmer et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Promoting Foundation Reading Skills With At-Risk Students

2021

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This paper presents an early reading intervention program, the PPCL (Programa de Promoção das Competências Leitoras—Promoting Reading Skills Program). PPCL focuses on the promotion of reading foundation abilities—letter-sound, phonemic awareness, decoding, and spelling—with at-risk first graders. This study assessed the impact of PPCL on the reading foundation abilities with 311 first graders (173 boys and 138 girls), divided between intervention and comparative group (respectively, 206 and 105 first graders). Results were analyzed with an inter- (intervention and comparative group) and intra- (pre-and post-test) group design. A mixed two-way Manova indicated the presence of statistically significant differences between the two assessment moments, with the intervention group presenting higher values than the comparative group in all abilities at the post-test and also above the cutoff score in all variables, which indicates that at-risk students eventually concluded the school year with satisfactory levels of reading skills. On the other hand, the comparative group scored below the cutoff score in all variables. The magnitude of the effect on the intervention group was higher than the one observed in the comparative group. Reading promotion with PPCL significantly improved at-risk students reading skills. In future studies, the authors intend to follow up on reading and writing participants’ skills.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Promoting Foundation Reading Skills With At-Risk Students

2021

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“…Finally, the strong association between oral and written language skills brings to the fore the urgent need to consider the much neglected field of developmental language disorders and the difficulties these children have, not only with reading, writing and mathematics, but with a range of other psychosocial and emotional issues (Bishop et al, 2017). In addition, the timing and frequency of reading interventions for such ‘at‐risk’ groups (prevention vs. remediation) would be a fruitful avenue for future research (Maughan & Barker, 2019; Volkmer, Galushka & Schulte‐Korne, 2019).…”

Section: Discussionmentioning

confidence: 99%

Annual Research Review: Reading disorders revisited – the critical importance of oral language

Snowling

Hulme

2020

Child Psychology Psychiatry

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This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene‐environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed.

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“…Phonological awareness is a fundamental skill for reading acquisition (Carrol et al, 2011;Kyle et al, 2013;Viana and Sucena, 2014;Sucena et al, 2015) and one of the most powerful predictors of reading and spelling success (Eloranta et al, 2017;Gordon et al, 2020;Guaraldo et al, 2020;Snowling et al, 2021;Landerl et al, 2022). Poor phonological awareness development is frequently considered the main cause of reading and spelling difficulties (Pfost, 2015;Hulme and Snowling, 2016;Volkmer et al, 2019). Concurrently, the promotion of phonological awareness development in preschool education profoundly impacts reading and spelling acquisition in grade 1 (Porta and Ramirez, 2019).…”

Section: Introductionmentioning

confidence: 99%

Reading skills promotion: Results on the impact of a preschool intervention

2023

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There is a strong correlation between preschool education skills such as phonological awareness and language and success in reading and spelling acquisition. Even though, this is still not the focus of the early intervention. This study presents the preliminary results of the impact of an intervention program developed to promote reading foundation skills. The study was conducted with 627 children in the last year of preschool education (54.2% boys), ages between 4 years and 10 months and 6 years and 1 month. Participants were divided into intervention (n = 242) and comparative (n = 385) group. Language, implicit, and explicit phonological awareness, and rime implicit awareness were assessed. The intervention group reached statistically higher values in all dimensions at the post-test, a higher magnitude effect and 80% of these children entered the first-grade overpassing cut-off criteria for reading acquisition difficulties. These results support the impact of the program.

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Early identification and intervention for children with initial signs of reading deficits - A blinded randomized controlled trial

Cited by 18 publications

References 70 publications

Promoting Foundation Reading Skills With At-Risk Students

Promoting Foundation Reading Skills With At-Risk Students

Annual Research Review: Reading disorders revisited – the critical importance of oral language

Reading skills promotion: Results on the impact of a preschool intervention

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