Paired Reading for foster children
Results from a Swedish replication of an English literacy intervention
Bibliographic Data
| ID | 11941222 |
|---|---|
| Authors | Bo Vinnerljung (University of Stockholm, Sweden, corresponding author), Eva Tideman (0000-0003-4844-1975, University of Lund, Sweden), Marie Sallnäs (0000-0001-9129-9471, University of Stockholm, Sweden), Hilma Forsman (0000-0001-5082-388X, University of Stockholm, Sweden) |
| Year | 2014 |
| Volume | 38 |
| Issue | 4 |
| Pages | 361-373 |
| Publication date | 2014-11-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Adoption & Fostering (JOURNAL) |
| Journal identifiers | ISSN: 0308-5759 • E-ISSN: 1740-469X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0308575914553543 |
| OpenAlex | W2081804762 |
| Language | EN |
| Citations received | 11 |
| References cited | 39 |
A UK literacy intervention – Paired Reading – was replicated in seven Swedish local authorities, with 81 foster children aged 8–12 participating in a 16-week trial. Ability was measured pre/post intervention with age-standardised literacy tests and a short version of the WISC-IV. Results confirm and expand findings from the UK, namely that: almost all foster carers and children completed the programme (attrition 2.4%), average improvement in reading age was 11 months, basically the same as in the UK; younger children (aged 8–9) improved significantly on all four administered standardised reading tests, and on the WISC-IV Vocabulary subtest. Older children (aged 10–12) improved significantly on three of five literacy tests and on the WISC-IV Vocabulary subtest. On the short version of WISC-IV, vocabulary improvements over time reduced the proportion of children who could be classified as having ‘weak cognitive skills’ (IQ<85) from 54% to 36%. This finding is in line with results from other studies, indicating that scores from cognitive tests of pre-teen children in out-of-home care should not be regarded as fixed and can be improved by effective interventions
Attrition · Developmental psychology · Intervention (counseling · Literacy · Pedagogy · Psychiatry · Psychological intervention · Reading (process · Vocabulary · Child Welfare and Adoption · Clinical Psychology · Family and Disability Support Research · Infant Development and Preterm Care · Medicine · Psychology
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Supporting academic achievement of children in out-of-home care through effective interventions
Fostering educational prosperity
Foster carers' experiences of a paired reading literacy intervention with looked‐after children
Special needs education and school mobility
Improving school performance among Swedish foster children
Investigating positive reading trajectories among children who experienced out-of-home care
Challenging intellectual, behavioral and educational prerequisites for interventions aimed at school aged children in foster care. A compilation of Swedish test results
The effectiveness of book-gifting programmes to enhance the reading skills of children in care
Recognition of education and schooling in case files for children and young people placed in out-of-home care
An Example of Digital Transformation in Reading Instruction
Suicide attempts and severe psychiatric morbidity among former child welfare clients – a national cohort study
Intraclass Correlation Values for Planning Group-Randomized Trials in Education
Surviving the care system
How to Select, Calculate, and Interpret Effect Sizes
Effectiveness, Transportability, and Dissemination of Interventions
Estimating the “Impact” of Out-of-Home Placement on Child Well-Being
Paired reading
The academic status of children and youth in out-of-home care
Interventions aiming to improve school achievements of children in out-of-home care
Treatment‐as‐usual in effectiveness studies
Placement, protective and risk factors in the educational success of young people in care
Assessing the educational achievements of adults who were formerly placed in family foster care
Improving Foster Children's School Achievements
Paired Reading as a Literacy Intervention for Foster Children
Improving foster children’s school performance
Effects of individual direct-instruction tutoring on foster children's academic skills
Alcohol and drug abuse among young adults who grew up in substitute care — Findings from a Swedish national cohort study
Cognitive, educational and self-support outcomes of long-term foster care versus adoption. A Swedish national cohort study
Helping youth in care succeed
Preliminary effects of a group-based tutoring program for children in long-term foster care
School performance in primary school and psychosocial problems in young adulthood among care leavers from long term foster care
Home Literacy
Difficulties in the Transition to Adulthood
School readiness and later achievement
| Unique citing works | 11 |
|---|---|
| Citations per year | 1 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |