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.
Newbury, Dianne F.
Mesa CPuglisis MNash MNag SHulme CSnowling MJ
Department of Biological and Medical Sciences
Year of publication: 2022Date of RADAR deposit: 2022-04-22
RADAR: Research Archive and Digital Asset RepositoryAbout RADAR