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Dosage Explains Individual Differences in the Outcomes of a Prevention Program for Literacy Problems

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Title: Dosage Explains Individual Differences in the Outcomes of a Prevention Program for Literacy Problems
Language: English
Authors: Fae A. van der Weijden, Madelon van den Boer, A. Haytske Zijlstra, Aryan van der Leij, Bonne J. H. Zijlstra, Peter F. de Jong
Source: Elementary School Journal. 2026 126(3):469-500.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Peer Reviewed: Y
Page Count: 32
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Individual Differences, Prevention, Learning Problems, Literacy, Computer Uses in Education, Early Intervention, Kindergarten, Young Children, Alphabets, Phonological Awareness, Time on Task, Program Length
DOI: 10.1086/739285
ISSN: 0013-5984
1554-8279
Abstract: We investigated whether dosage was related to the outcomes of the computer-based early-literacy intervention Build! as implemented by schools. Two aspects of dosage were distinguished: duration (time spent on the intervention) and exposure (the number of lessons completed). Exposure was expected to mediate the relation between duration and intervention outcomes. Three aspects of duration were distinguished: session frequency, session length, and intervention weeks. Participants were 226 kindergartners from 45 schools. Letter knowledge and phonological awareness were assessed before and after the intervention. Findings showed that, controlling for performance at pretest, the relation between duration and preliteracy at posttest was completely mediated by exposure. Session frequency and intervention weeks showed the strongest relation with exposure and literacy outcomes. Session length had smaller effects. Overall, the findings underline the importance of dosage for the outcomes of a literacy intervention in a naturalistic setting, when the intervention is implemented by schools.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500691
Database: ERIC
FullText Text:
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  Data: Dosage Explains Individual Differences in the Outcomes of a Prevention Program for Literacy Problems
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  Data: <searchLink fieldCode="AR" term="%22Fae+A%2E+van+der+Weijden%22">Fae A. van der Weijden</searchLink><br /><searchLink fieldCode="AR" term="%22Madelon+van+den+Boer%22">Madelon van den Boer</searchLink><br /><searchLink fieldCode="AR" term="%22A%2E+Haytske+Zijlstra%22">A. Haytske Zijlstra</searchLink><br /><searchLink fieldCode="AR" term="%22Aryan+van+der+Leij%22">Aryan van der Leij</searchLink><br /><searchLink fieldCode="AR" term="%22Bonne+J%2E+H%2E+Zijlstra%22">Bonne J. H. Zijlstra</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+F%2E+de+Jong%22">Peter F. de Jong</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Elementary+School+Journal%22"><i>Elementary School Journal</i></searchLink>. 2026 126(3):469-500.
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  Data: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
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  Data: 32
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  Data: 10.1086/739285
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  Data: We investigated whether dosage was related to the outcomes of the computer-based early-literacy intervention Build! as implemented by schools. Two aspects of dosage were distinguished: duration (time spent on the intervention) and exposure (the number of lessons completed). Exposure was expected to mediate the relation between duration and intervention outcomes. Three aspects of duration were distinguished: session frequency, session length, and intervention weeks. Participants were 226 kindergartners from 45 schools. Letter knowledge and phonological awareness were assessed before and after the intervention. Findings showed that, controlling for performance at pretest, the relation between duration and preliteracy at posttest was completely mediated by exposure. Session frequency and intervention weeks showed the strongest relation with exposure and literacy outcomes. Session length had smaller effects. Overall, the findings underline the importance of dosage for the outcomes of a literacy intervention in a naturalistic setting, when the intervention is implemented by schools.
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  Data: 2026
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  Data: EJ1500691
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        PageCount: 32
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      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Prevention
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      – SubjectFull: Learning Problems
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      – SubjectFull: Program Length
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      – TitleFull: Dosage Explains Individual Differences in the Outcomes of a Prevention Program for Literacy Problems
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