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

Abstract

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

Perspectives on Teacher Education and Development

“…It is important to point out that some students in this group were very successful, but there were fewer than in group 2. These results are consistent with research that also points to a weaker foundation in literacy (Lathouras et al, 2019;Balbi et al, 2020). Students from different cultures, with poorer language skills and from weak socioeconomic environments also need long-term help in acquiring the basics of writing.…”

“…The immigrant students involved are often affected by the poorer socioeconomic status of their families. Children from different cultural, linguistic, and socioeconomic backgrounds do not progress as expected by researchers (Lathouras et al, 2019) even after prolonged provision of additional organized help (oral narration, vocabulary comprehension, phonological awareness). A study in Latin America that examined the effects of help (phonological awareness, spelling, fluent reading, and comprehension) on students with poor family socioeconomic status and poor language skills showed only partial effects (Balbi et al, 2020).…”

Zmožnost učencev v branju besed v začetku 1. razreda

“…Na zmožnost branja vpliva tudi pomoč učencem pri razrešitvi raznih težav pri branju. Študije (Balbi et al, 2020;Lathouras et al, 2019) opozarjajo na pridobivanje pomoči osnovne pismenosti pri branju v začetnih letih učencem s šibkim socialno-ekonomskim statusom in šibkim znanjem jezika, v katerem se šolajo. Preverili so glasovno zavedanje, črkovanje, tekoče branje in razumevanje.…”

“…Delež učencev v skupini B, ki ne berejo, se počasi veča. V branju nekoliko zahtevnejšega sklopa besed se odraža vpliv (ne)spodbudnega okolja in potrjuje ugotovitve drugih raziskav (Ecalle et al, 2006;Lathouras et al, 2019).…”

“…Prav tako se v branju najzahtevnejšega sklopa besed odraža vpliv (ne) spodbudnega okolja. Rezultati naše raziskave potrjujejo ugotovitve drugih raziskav (Ecalle et al, 2006;Lathouras et al, 2019).…”