A multi-sensory tutoring program for students at risk of reading difficulties: Evidence from a randomized field experiment. Issue 3 (10th April 2021)

• Record Type: Journal Article
• Authors: Bøg, Martin; Dietrichson, Jens; Isaksson, Anna A.
• Is Part Of: Journal of educational research. Volume 114:Issue 3(2021)
• Page Start: 233
• Page End: 251
• Publication Date: 2021-04-10
• Subjects: Phonological awareness -- phonics -- tutoring -- multi-sensory -- Sweden; Education -- Periodicals; 370.705
• DOI: 10.1080/00220671.2021.1902254
• Languages: English
• ISSNs: 0022-0671

Abstract

Abstract: This study examined a literacy program that targeted students most at risk of reading difficulties in kindergarten and first grade of 12 Swedish schools. The program used multi-sensory learning methods that focused on phonological awareness and phonics, and was delivered during 10 weeks over 30–35 sessions by teachers in a one-to-one or one-to-two setting. In total, 161 students aged 6–7 years were randomly assigned to a treatment group or a waiting list control group. The treatment group showed large and statistically significant improvements compared to the control group on the two pre-registered primary outcome measures: a standardized test of decoding (Hedges' g = 1.07) and a standardized test of letter knowledge ( g = 1.03). The improvements were also significantly larger on measures of phonological awareness ( g = 0.56) and self-efficacy ( g = 0.57), but not on measures of enjoyment and motivation. The program appears cost-effective relative to other tutoring programs.