Efficacy of an evidence-based literacy preparation program for young children beginning school

Wheldall, Robyn; Glenn, Katharine; Arakelian, Sarah; Madelaine, Alison; Reynolds, Meree; Wheldall, Kevin

doi:10.1080/19404158.2016.1189443

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…There are several limitations of this study. Firstly, attrition was high, consistent with previous longitudinal follow-up studies (Al Otaiba & Fuchs, 2006;O'Connor et al, 2009;Wheldall et al, 2016). As described in the original study, group allocation was voluntary and class allocation was non-randomised (Lennox, Westerveld, & Trembath, 2018).…”

Section: Limitations and Future Directionssupporting

confidence: 57%

“…However, the level of reading disadvantage is much greater in low socio-economic areas across the state of Queensland, whereby 63% of students fall below the national minimum benchmark (Parkville Global Advisory, 2014). In Australia, recent efforts have investigated the reading assessment and identification of students at risk (Buckingham, Wheldall, & Beaman-Wheldall, 2013;Hempenstall, 2009;Serry, Rose, & Liamputtong, 2008) including service delivery approaches, frameworks, and interventions (Serry & Oberklaid, 2015;Wheldall et al, 2016). Enhancing the early literacy skills of students in their first year of school who are diverse in their cultural, linguistic, and economic backgrounds has been a consistent theme in these reading-related interventions (Buckingham et al, 2013) with some studies reporting positive immediate results post intervention (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Lathouras

Westerveld

Trembath

2019

Australian Journal of Learning Difficulties

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This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2-years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a controlled trial, the original study findings revealed larger gains in oral narrative, receptive vocabulary, and phonological awareness amongst students who received the intervention compared to those who received regular classroom instruction. At follow-up, student reading performance was compared using a standardised reading assessment. There were no differences between students who received the intervention and those who did not. To further investigate these findings, the oral language and emergent literacy skills of "average" and "below average" readers at the end of the first year of schooling were compared to assist in tailoring follow-up interventions. The implications for universal classroom-based programmes are discussed. ARTICLE HISTORY

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Section: Limitations and Future Directionssupporting

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Lathouras

Westerveld

Trembath

2019

Australian Journal of Learning Difficulties

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“…As a group, students from low socioeconomic areas are at increased risk of academic failure [5, 25-28]. The Australian Early Development Census (AEDC) is a population measure conducted on commencement of the first year of formal schooling and collects information on individual students across 5 domains of childhood development [29].…”

Section: Factors Relating To Language and Literacy Ability In School-mentioning

confidence: 99%

Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?

Lennox

Westerveld

Trembath

2017

Folia Phoniatr Logop

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Aims: To compare students’ oral language proficiency on sentence- versus text-level tasks at school entry and following tier 1 intervention in their first year of formal schooling. Methods: 104 students participated in this study. Participants were part of a broader longitudinal study and were enrolled at 3 low socioeconomic, linguistically diverse Australian primary schools. Tasks were administered to all students at the beginning and end of the school year. Performance on the sentence-level task, the Renfrew Action Picture Test (RAPT), was analysed for information and grammar as per the test manual. Performance on the text-level task, the Profile of Oral Narrative Ability, was analysed for measures of story length, mean length of utterance, grammatical accuracy, number of different words, and story quality. Results: Results showed that both tasks are sensitive to measure progress following tier 1 intervention. However, RAPT concern status was not related to oral narrative concern status. Furthermore, if only the RAPT task had been used, between 11 and 21% of students performing below expectations in oral narrative would not have been identified. Conclusion: It is recommended that the assessment of oral language proficiency of students from culturally diverse, low socioeconomic backgrounds goes beyond the sentence level and includes an oral narrative retell task.

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The Perspectives of Students Involved in a Classroom-Based Oral Language Intervention in their first Formal year of Schooling

Lathouras,

Garvis,

Westerveld

et al. 2019

Journal of Clinical Practice in Speech-Language Pathology

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Efficacy of an evidence-based literacy preparation program for young children beginning school

Cited by 4 publications

References 12 publications

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?

The Perspectives of Students Involved in a Classroom-Based Oral Language Intervention in their first Formal year of Schooling

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