Efficacy of small group reading intervention for beginning readers with reading‐delay: a randomised controlled trial

Abstract

A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills.

Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles

“…Further rigorous evidence for the effectiveness of Reading Intervention comes from a randomised control trial (RCT) conducted by Hatcher et al (2006b). In this study, Reading Intervention was delivered to children aged 5-6 years, who represented the bottom 8% of the population in terms of reading development.…”

Sound design and balanced analyses: response to Rack and colleagues

“…Stripped of its polemics, the critique argues that the design is flawed; that the statistics used are inappropriate; and that their own work (Hatcher et al, 2006) provides a paradigm case of how to design intervention studies.…”

A fonológiai tudatosság és a mentális lexikon fejlettségének online vizsgálata kisiskolások körében

“…A fonológiai tudatosság és az olvasni tanulás között háromféle kapcsolatot határoznak meg (Wagner, Torgesen, & Rashotte, 1994;Lukatela, Carello, Shankweiler, & Liberman, 1995;Troia, 1999;Elbro & Pallesen, 2002;Castles & Coltheart, 2004;Muter, Hulme, Snowling, & Stevenson, 2004;Hatcher et al, 2006): (1) a fonológiai tudatosság fejlettsége befolyásolja az olvasást (Wagner, Torgesen, & Rashotte, 1994;Hatcher et al, 2006); (2) a gyermek fonológiai tudatossága az olvasás során fejlődik (Morais, 1991); (3) a fonoló-giai tudatosság fejlődése és az olvasástanulás a kezdeti időszakban kétirányú; a korai fonológiai tudatosság fejlesztése ösztönzőleg hat a korai szófelismerés fejlődésére, ami elő-segíti a bonyolultabb, magasabb fokú fonológiai ismeretek fejlődését (Perfetti, Beck, Ball, & Hughes, 1987;Cataldo & Ellis, 1988;Castles & Coltheart, 2004).…”