Journal Article


Challenges for Implementation in Diverse Settings: reflections on two randomised controlled trials of educational interventions in South American communities

Abstract

Research in the UK suggests that multi-componential interventions focusing on language and pre-literacy skills can improve children’s reading and language skills. However, simple translations of such programs may not produce equivalent effects in diverse communities. The reasons for this are multi-faceted and include factors beyond the rationale and content of the intervention programs themselves. Understanding these factors is critical for creating programs that will generalise across settings. In this review, we reflect upon challenges encountered in two reading and language intervention programs in South America to identify community and cultural contextual factors that can influence the implementation and scalability of educational programs. We use our findings to develop an education-specific framework to guide the development and implementation of high-quality evidence-based approaches to language and literacy intervention. Our model guides implementation practices in diverse contexts and stresses the importance of the evidence-base and communication.

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Authors

Newbury, Dianne F.
Mesa C
Puglisis M
Nash M
Nag S
Hulme C
Snowling MJ

Oxford Brookes departments

Department of Biological and Medical Sciences

Dates

Year of publication: 2022
Date of RADAR deposit: 2022-04-22


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


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