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.
Mesa, CarolNewbury, Dianne F.Nash, MarysiaClarke, PaulaEsposito, RosanneElliott, LouiseDe Barbieri, ZulemaFernández, Ma. AngélicaVillanueva, PiaHulme, CharlesSnowling, Margaret J.
Department of Biological and Medical Sciences
Year of publication: 2020Date of RADAR deposit: 2020-01-22
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