What Works for Children with Literacy Difficulties? - Digital ...

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17 Somerset Self-esteem and Reading Project SOMERSET (1) N.B. Lawrence treated the ‘counselling only’ group as the main experimental group in this study. However, for consistency with his other studies, that group has here been described as the first alternative intervention group (AI I), while the ‘counselling plus remedial teaching’ group has been treated as the experimental group. Main reference: Lawrence (1973, pp.44-56)-statistical data are more accurate in this version than in the original report (Lawrence, 1971), but details of interventions are derived from both, and from Lawrence (1988) Date: 1970 (see Lawrence, 1988, p.10) Age-range: Y4 (average ages of groups at beginning, presumably early in school year, were between 8:7 and 8:1 1) Type of children: Low attainment (‘considered by their head teachers to be retarded in reading’) N of experimental group: 12 in 1 school - but 11 at post-test (received self-esteem counselling (20 minutes’ individual interview per week, with a professional psychologist) plus remedial teaching - 30 minutes, once a week, in groups of 5 or 6, primarily phonics) N of control group: 12 in 1 school Ns of alternative intervention (AI) groups: (AI1) 12 in 1 school (AI2) 12 in 1 school - but 11 at post-test Nature of alternative interventions: (AI1) self-esteem counselling alone (20 minutes’ individual interview per week, with same psychologist as experimentals) (AI2) remedial teaching alone (30 minutes, twice a week, in groups of 5 or 6, primarily phonics, with same teacher as experimentals) Equivalence of groups: Groups matched on age, sex, mental age (non-verbal IQ) and reading age, but each group was in a separate school Length of intervention in weeks: 26 Reading test: Schonell Word Recognition Test 116
Pre- and post-test average scores (r.a’s), pre-test s.d’s (post-test s.d’s not given), gains (in months of r.a.), ratio gains, and effect sizes calculated using differences between gains over control group’s pre-test s.d.: pre-test post-test gain RG effect average (s.d.) average size (months) exps 6:11 (1:2) 7:9 10 1.7 0.33 conts 6:6 (1:3) 6:11 5 0.8 AI1 6:10 (1: 1) 7:11 13 2.2 0.53 AI2 6:8 (1:4) 7:5 9 1.5 0.27 Statistical significances (ns = non-significant; p probability; U = Mann-Whitney ‘U’ test value; ? = not stated): conts AI1 AI2 U p U p U p Exps ? ? 50 ns 34 ns conts 2
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What Works for Children with Litera
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CONTENTS LIST OF TABLES iii LIST OF
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18 SPELLIT 122 19 THRASS 123 20 Tim
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ACKNOWLEDGEMENTS OF INFORMATION PRO
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CHAPTER ONE FOCUS AND INTENTION OF
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1.2 The need What proportion of chi
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B. Schemes involving ICT 21 AcceleR
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system that operates in England. Bu
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2.1 Finding your way CHAPTER TWO SI
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As the Appendix again shows, most c
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There appeared to be no tendency fo
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2.10 Partnership approaches for rea
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Somerset, THRASS (for reading, thou
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CHAPTER 3 THE SCHEMES AND THEIR EVA
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A. General schemes 3.1 Better Readi
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(4) Redcar and Cleveland Very few d
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Evaluations The full programme of t
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3.4 Family Literacy (1) Basic Skill
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3.5 Individual Styles in Learning t
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3.7 Interactive Assessment and Teac
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3.9 Multi-sensory Teaching System f
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3.11 Parental Involvement in Haring
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3.13 Phonological Awareness Trainin
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shows that the initiative continues
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(1) London and Surrey The Phonologi
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3.17 Somerset Self-esteem and Readi
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Counselling by non-professionals pl
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Evaluation The programme was evalua
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3.20 Time for Reading Do volunteers
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B. Schemes involving ICT 3.21 Accel
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3.22 Integrated Learning Systems: t
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3.23 RITA (Reader’s Intelligent T
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Yarrow and Topping (2001) studied 1
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CHAPTER 4 COMMENTS ON THE EVALUATIO
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Secondly, most of the tests provide
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REFERENCES Andrews, R., Burn, R., L
Page 73 and 74: Gorman, T.P. and Brooks, G. (1996).
Page 75 and 76: Moore, M. and Wade, B. (1998). ‘R
Page 77 and 78: Torgerson, C., King, S. and Sowden,
Page 79 and 80: A.1 Introduction to the evaluation
Page 81 and 82: 4) Range of tests used: In all, at
Page 83 and 84: Where there is a control group but
Page 85 and 86: A.2 Data on evaluated schemes 1 Bet
Page 87 and 88: 1 Better Reading Partnerships (3) C
Page 89 and 90: 1 Better Reading Partnerships (5) W
Page 91 and 92: 2 The Catch Up Project (1) The Pilo
Page 93 and 94: 2 The Catch Up Project (3) Cornwall
Page 95 and 96: 2 The Catch Up Project (5) Norfolk
Page 97 and 98: 3 Cued Spelling (2) Main reference:
Page 99 and 100: 4 Family Literacy (2) Hampshire Mai
Page 101 and 102: 5 Individual Styles in Learning to
Page 103 and 104: - on comprehension, Inference Train
Page 105 and 106: 8 Knowsley Reading Project Main ref
Page 107 and 108: 9 Multi-Sensory Teaching System for
Page 109 and 110: Follow-up: The Kirklees project pro
Page 111 and 112: 1-year follow-up, July 1979 (Tizard
Page 113 and 114: 12 Phono-Graphix (2) Surrey Main re
Page 115 and 116: 14 Reading Intervention (formerly C
Page 117 and 118: 14 Reading Intervention (formerly C
Page 119 and 120: Average pre- and post-test raw scor
Page 121 and 122: Statistical significances: between
Page 123: 16 Reciprocal Teaching Main referen
Page 127 and 128: SOMERSET (3) Main reference: Lawren
Page 129 and 130: Ratio gain: n/a Statistical signifi
Page 131 and 132: 19 THRASS Main reference: Matthews
Page 133 and 134: 21 AcceleRead AcceleWrite (formerly
Page 135 and 136: 21 AcceleRead AcceleWrite (formerly
Page 137 and 138: 22 Integrated Learning Systems, Nat
Page 139 and 140: 24 Paired Writing (1) Main referenc
Page 141 and 142: 24 Paired Writing (2) Main referenc
Page 143 and 144: 25 Family Literacy Main references:
Page 145 and 146: Table A.4: List of reading studies
Page 147 and 148: Study Year group experimentals) The
Page 149 and 150: BRP in Durham Y2 other adults 1.1 0
Page 151 and 152: PAT Y4-7 teachers, 1-1 0.16 BRP in
Page 153 and 154: Table A.7: List of spelling studies
Page 155 and 156: How should this mass of comparative
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