The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial. (2020)

• Record Type: Journal Article
• Authors: Mesa, Carol; Newbury, Dianne F.; Nash, Marysia; Clarke, Paula; Esposito, Rosanne; Elliott, Louise; De Barbieri, Zulema; Fernández, Ma. Angélica; Villanueva, Pia; Hulme, Charles; Snowling, Margaret J.
• Is Part Of: International journal of educational research. Volume 100(2020)
• Publication Date: 2020
• Subjects: Reading and language intervention -- Remote community -- RCT -- Development trial; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2020.101535
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: There is a dearth of evidence about 'what works' for literacy instruction in communities with differing backgrounds. We explore the generalization of a program built upon evidence-based practices and successful intervention methods. We adapt and deliver the program to a small isolated community in South America. The program led to substantial gains in language and literacy, and partially mediated gains in reading comprehension. This study provides 'proof in principle' that evidence-based reading and language interventions can be generalized. Abstract: This study explored the effects of a 27-week reading and language intervention, for low-income children living in a remote Chilean community, using a randomized controlled trial. At the end of the intervention, children in the intervention group showed improvements compared to the waiting group on pre-literacy, reading, language, and reading comprehension measures (effect sizes d > 0.25). The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. Our findings suggest that language and literacy programs can be useful for improving attainment in children living in disadvantaged and isolated communities.