A randomized controlled trial of an early‐intervention, computer‐based literacy program to boost phonological skills in 4‐ to 6‐year‐old children
Bibliographic Data
| ID | 9615394 |
|---|---|
| Authors | Paul O'Callaghan (0000-0001-5678-7277, School of Psychology Queen's University Belfast UK, corresponding author), Aimee McIvor (School of Psychology Queen's University Belfast UK), Claire McVeigh (SEN Literacy Unit Stranmillis University College Belfast Co. Antrim UK), Teresa Rushe (0000-0002-6640-0977, School of Psychology Queen's University Belfast UK) |
| Year | 2016 |
| Volume | 86 |
| Issue | 4 |
| Pages | 546-558 |
| Publication date | 2016-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12122 |
| PMID | 27473924 |
| OpenAlex | W2489076024 |
| Language | EN |
| Citations received | 11 |
| References cited | 24 |
BACKGROUND: Many school-based interventions are being delivered in the absence of evidence of effectiveness (Snowling & Hulme, 2011, Br. J. Educ. Psychol., 81, 1). AIMS: This study sought to address this oversight by evaluating the effectiveness of the commonly used the Lexia Reading Core5 intervention, with 4- to 6-year-old pupils in Northern Ireland. SAMPLE: A total of 126 primary school pupils in year 1 and year 2 were screened on the Phonological Assessment Battery 2nd Edition (PhAB-2). Children were recruited from the equivalent year groups to Reception and Year 1 in England and Wales, and Pre-kindergarten and Kindergarten in North America. METHODS: A total of 98 below-average pupils were randomized (T0) to either an 8-week block (x ̄ = 647.51 min, SD = 158.21) of daily access to Lexia Reading Core5 (n = 49) or a waiting-list control group (n = 49). Assessment of phonological skills was completed at post-intervention (T1) and at 2-month follow-up (T2) for the intervention group only. RESULTS: = .070 (small effect size). Analysis of the 2-month follow-up of the intervention group found that all group treatment gains were maintained. However, improvements were not uniform among the intervention group with 35% failing to make progress despite access to support. Post-hoc analysis revealed that higher T0 phonological working memory scores predicted improvements made in phonological skills. CONCLUSIONS: An early-intervention, computer-based literacy program can be effective in boosting the phonological skills of 4- to 6-year-olds, particularly if these literacy difficulties are not linked to phonological working memory deficits
Developmental psychology · Intervention (counseling) · Literacy · Pedagogy · Phonological awareness · Psychiatry · Randomized controlled trial · Clinical Psychology · Early Childhood Education and Development · Language Development and Disorders · Medicine · Psychology · Reading and Literacy Development
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| Citations per year | 1.83 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |