Journal Article

The effects of reading and language intervention on literacy skills in children in a remote community: A randomized controlled trial

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 >.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. Intervention programs designed to support literacy and language skills in remote communities can be delivered successfully by trained assistants. Our findings suggest that language and literacy programs can be useful for improving attainment in children living in disadvantaged and isolated communities.

Attached files

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.

Oxford Brookes departments

Department of Biological and Medical Sciences

Dates

Year of publication: 2020
Date of RADAR deposit: 2020-01-22

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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Related resources

This RADAR resource is the Accepted Manuscript of The effects of reading and language intervention on literacy skills in children in a remote community: A randomized controlled trial
This RADAR resource is the Accepted Manuscript of [pre-print] The effects of reading and language intervention on literacy skills in children in a remote community: A randomized controlled trial