{"title":"Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme","authors":"","doi":"10.1007/s11145-023-10502-7","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of <em>remote</em> instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were randomly allocated either to an 8-week remotely delivered language-rich literacy programme or to a wait-list control group. Children in the programme arm (<em>n</em> = 77 at analysis) completed 16-lessons remotely targeting vocabulary, phonemic awareness, reading, spelling, and narrative skills. Children in the wait-list arm (<em>n</em> = 58 at analysis) received business-as-usal from their schools. Children’s word reading accuracy and phonemic awareness was measured prior to and after the programme delivery period. Children receiving the literacy programme made significantly larger gains than the wait-list control group on reading accuracy (<em>d</em> = 0.32) and phonemic awareness (<em>d</em> = 0.63). This study demonstrates that a remotely-delivered literacy programme is effective. These findings have important implications for delivering specialist literacy instruction at scale.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"73 3 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading and Writing","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11145-023-10502-7","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of remote instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were randomly allocated either to an 8-week remotely delivered language-rich literacy programme or to a wait-list control group. Children in the programme arm (n = 77 at analysis) completed 16-lessons remotely targeting vocabulary, phonemic awareness, reading, spelling, and narrative skills. Children in the wait-list arm (n = 58 at analysis) received business-as-usal from their schools. Children’s word reading accuracy and phonemic awareness was measured prior to and after the programme delivery period. Children receiving the literacy programme made significantly larger gains than the wait-list control group on reading accuracy (d = 0.32) and phonemic awareness (d = 0.63). This study demonstrates that a remotely-delivered literacy programme is effective. These findings have important implications for delivering specialist literacy instruction at scale.
期刊介绍：
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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