We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Long-term outcomes of early reading intervention.
- Authors
Hurry, Jane; Sylva, Kathy
- Abstract
This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short and medium term both interventions significantly improved aspects of children's reading, Reading Recovery having a broader and more powerful effect. In the long-term, 3½ years after intervention, there were no significant effects on reading overall, though Reading Recovery had a significant effect for a subgroup of children who were complete non-readers at 6 years old. Phonological Training had a significant effect on spelling. The short and medium-term effects demonstrate that it is possible substantially to reduce children's reading problems. The long-term effects raise doubts about relying on early intervention alone.
- Subjects
UNITED Kingdom; READING (Primary); READING intervention; READING Recovery program; PHONOLOGICAL awareness; LANGUAGE awareness; ORTHOGRAPHY &; spelling; READING strategies; PRIMARY education
- Publication
Journal of Research in Reading, 2007, Vol 30, Issue 3, p227
- ISSN
0141-0423
- Publication type
Article
- DOI
10.1111/j.1467-9817.2007.00338.x