Evaluating the effectiveness of a broader approach to reading instruction: A single-case study of a reading intervention.
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| Title: | Evaluating the effectiveness of a broader approach to reading instruction: A single-case study of a reading intervention. |
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| Authors: | Dunford, Saya, Hill, Vivian |
| Source: | Educational & Child Psychology. Mar2023, Vol. 40 Issue 1, p61-77. 17p. |
| Subjects: | Reading ability testing, Reading comprehension, Fluency (Language learning), Vocabulary, Primary education |
| Geographic Terms: | London (England) |
| Abstract: | Aims: This small-scale study investigated outcomes from a reading intervention which taught a broader range of reading skills. The intervention followed recommendations made by Solity (2020), with instruction on high frequency words (HFWs), grapheme-phoneme correspondences (GPCs), and vocabulary, taught through frequent, distributed practise of skills and real books. Method: Five students in Year Five (all with English as an Additional Language and low levels of literacy skills) from an inner London Borough primary school took part in a reading intervention delivered daily over 3 months (45 sessions). A mixed methods single-case study design was implemented. Students were assessed pre- and post-intervention using interviews, Diagnostic Reading Assessment, questionnaires on students' reading views and confidence, and fluency reading the 100 HFWs and GPCs. Questionnaire and interview feedback were gained from education staff. Quantitative data were analysed using descriptive statistics. Themes and quotes from qualitative data provided an understanding of the students' and staffs' views. Findings: Results indicated increases in students' knowledge of HFWs and GPCs, and students showed improvements in reading ability in at least one skill assessed. Most students felt they were better and more confident at reading, although views towards reading were mixed. Limitations: The small sample size and lack of control group mean that results may be difficult to generalise to other school populations. Conclusions: This research goes some way to demonstrating the efficacy of a reading intervention approach which focuses on teaching a broader range of skills compared to a sole focus on systematic synthetic phonics. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 162862030 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluating the effectiveness of a broader approach to reading instruction: A single-case study of a reading intervention. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dunford%2C+Saya%22">Dunford, Saya</searchLink><br /><searchLink fieldCode="AR" term="%22Hill%2C+Vivian%22">Hill, Vivian</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Mar2023, Vol. 40 Issue 1, p61-77. 17p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22London+%28England%29%22">London (England)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aims: This small-scale study investigated outcomes from a reading intervention which taught a broader range of reading skills. The intervention followed recommendations made by Solity (2020), with instruction on high frequency words (HFWs), grapheme-phoneme correspondences (GPCs), and vocabulary, taught through frequent, distributed practise of skills and real books. Method: Five students in Year Five (all with English as an Additional Language and low levels of literacy skills) from an inner London Borough primary school took part in a reading intervention delivered daily over 3 months (45 sessions). A mixed methods single-case study design was implemented. Students were assessed pre- and post-intervention using interviews, Diagnostic Reading Assessment, questionnaires on students' reading views and confidence, and fluency reading the 100 HFWs and GPCs. Questionnaire and interview feedback were gained from education staff. Quantitative data were analysed using descriptive statistics. Themes and quotes from qualitative data provided an understanding of the students' and staffs' views. Findings: Results indicated increases in students' knowledge of HFWs and GPCs, and students showed improvements in reading ability in at least one skill assessed. Most students felt they were better and more confident at reading, although views towards reading were mixed. Limitations: The small sample size and lack of control group mean that results may be difficult to generalise to other school populations. Conclusions: This research goes some way to demonstrating the efficacy of a reading intervention approach which focuses on teaching a broader range of skills compared to a sole focus on systematic synthetic phonics. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=162862030 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2023.40.1.61 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 61 Subjects: – SubjectFull: Reading ability testing Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Fluency (Language learning) Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Primary education Type: general – SubjectFull: London (England) Type: general Titles: – TitleFull: Evaluating the effectiveness of a broader approach to reading instruction: A single-case study of a reading intervention. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dunford, Saya – PersonEntity: Name: NameFull: Hill, Vivian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 40 – Type: issue Value: 1 Titles: – TitleFull: Educational & Child Psychology Type: main |
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