Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review. Issue 1 (2nd January 2022)

• Record Type: Journal Article
• Authors: Goldfeld, Sharon; Beatson, Ruth; Watts, Amy; Snow, Pamela; Gold, Lisa; Le, Ha ND; Edwards, Stuart; Connell, Judy; Stark, Hannah; Shingles, Beth; Barnett, Tony; Quach, Jon; Eadie, Patricia
• Is Part Of: Australian journal of learning difficulties. Volume 27:Issue 1(2022)
• Page Start: 65
• Page End: 113
• Publication Date: 2022-01-02
• Subjects: Remedial teaching -- Periodicals; Remedial teaching -- Australia -- Periodicals; 371.905
• DOI: 10.1080/19404158.2021.2011754
• Languages: English
• ISSNs: 1940-4158

Abstract

ABSTRACT: This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched and 152 papers selected for full-text review; 55 studies were included. Three strength of evidence assessment tools identified a shortlist of six interventions with relatively strong evidence: (a) Early Reading Intervention; (b) Lonigan and Philips (2016) Unnamed needs-aligned intervention; (c) PHAB+WIST (PHAST)/PHAB+RAVE-O; (d) Read Well-Aligned intervention; (e) Ryder and colleagues' (2008) Unnamed Phonological Awareness and Phonics intervention; and (f) Story Friends. Investigation of intervention componentry found common characteristics included 3–5 students, 4–5 sessions per week, minimum 11-week duration, content covering a combination of skills, modelling and explicit instruction, and trained personnel. Shortlisted interventions provide a useful foundation to guide further interventions and inform educators and policymakers seeking to implement effective evidence-based interventions in the early years of schooling.