Decoding and Comprehension Skills Mediate the Link between a Small-Group Reading Programme and English National Literacy Assessments

Autor/inn/en	Vousden, Janet I.; Cunningham, Anna J.; Johnson, Helen; Waldron, Sam; Ammi, Sabrina; Pillinger, Claire; Savage, Robert; Wood, Clare
Titel	Decoding and Comprehension Skills Mediate the Link between a Small-Group Reading Programme and English National Literacy Assessments
Quelle	In: British Journal of Educational Psychology, 92 (2022) 1, S.105-130 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vousden, Janet I.) ORCID (Cunningham, Anna J.) ORCID (Johnson, Helen) ORCID (Waldron, Sam) ORCID (Pillinger, Claire) ORCID (Savage, Robert) ORCID (Wood, Clare)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12441
Schlagwörter	Decoding (Reading); Reading Comprehension; Small Group Instruction; Elementary School Students; Academic Standards; National Standards; Program Evaluation; Program Effectiveness; Reading Instruction; Reading Programs + Suchen Sie Ihr Suchwort? Dekodierung; Leseverstehen; Programme evaluation; Programmevaluation; Leseunterricht
Abstract	Background: Despite the fact that literacy instruction is a main focus of primary education, many children struggle to meet nationally set standards. Aims: We aimed to test which components of a comprehensive reading programme (ABRACADABRA: https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1186%2FISRCTN18254678&data=04%7C01%7Cjanet.vousden%40ntu.ac.uk%7C880280e0b00749df855308d94068a0bb%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1%7C0%7C637611640381216902%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=%2B4U9sGfofkyCPEY7lWz8n3TPoMOAeJMXyFwdhW6EpUw%3D&reserved=0) mediated the effect of the programme on nationally assessed literacy outcomes. Sample: Following blind allocation, 516 Year 1 pupils from 40 schools were randomized to the programme group, and 908 Year 1 pupils, to a control condition. Methods: Pupils in the programme completed 20 weeks of instruction in grapheme/phoneme knowledge, decoding, and comprehension. Control children received regular classroom instruction. Results: Children in the programme group were significantly better at these taught skills after the programme finished (effect sizes: grapheme/phoneme knowledge, [beta] = 0.33, 95% CI [0.09-0.57]; decoding, [beta] = 0.26, 95% CI [0.09-0.43]; and comprehension, [beta] = 0.26, 95% CI [0.05-0.47]). Improvements in the programme group's decoding and comprehension skills fully mediated the improvements in national literacy assessments serving as a delayed post-test 12 months after the programme. Programme group pupils were 2.3 (95% CI [1.4-4.1]) times more likely to achieve/exceed the expected standard in reading, and 1.8 (95% CI [1.2-2.6]) times more likely to achieve/exceed the expected standard in writing due to an increase in the trained skills. Conclusions: These results provide strong evidence that a programme that incorporates decoding and comprehension instruction for typically developing beginning readers improves distal educational outcomes in reading and writing through increasing proficiencies targeted by the reading programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01