Evaluation of a two-phase experimental study of a small group (“MultiLit”) reading intervention for older low-progress readers

Buckingham, Jennifer; Beaman-Wheldall, Robyn; Wheldall, Kevin

doi:10.1080/2331186x.2014.962786

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…Although originally designed to be used one-on-one in clinical settings, FRIENDS for Life has been shown to be effective in schools when delivered to groups by an appropriately trained professional such as a psychologist or counsellor. Another evidence-based program widely used in schools is MultiLit, a reading intervention that has been evaluated in a series of studies by the program's developers (see, e.g., Buckingham, Beaman, & Wheldall, 2012; Wheldall & Wheldall, 2014). Significant improvements in aspects of literacy such as decoding, fluency, comprehension, and confidence have been demonstrated.…”

Section: Evidence-based Interventions In Schoolsmentioning

confidence: 99%

Adapting Evidence-Based Interventions for Students With Developmental Disabilities

Gilmore

Campbell

Shochet

2016

J. Psychol. Couns. Sch.

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Students with developmental disabilities have many challenges with learning and adaptive behaviour, as well as a higher prevalence rate of mental health problems. Although there is a substantial body of evidence for efficacious interventions for enhancing resilience and promoting mental health in typically developing children, very few programs have been modified for use with students with developmental disabilities. In this article we present two interventions (Aussie Optimism and the Resourceful Adolescent Program) that have been rigorously tested with typically developing students and subsequently adapted and evaluated for their effectiveness for students with developmental disabilities. The article highlights the critical importance of using interventions with a robust evidence base, and the important role for school psychologists and counsellors in program selection, implementation, and evaluation.

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Section: Evidence-based Interventions In Schoolsmentioning

confidence: 99%

Adapting Evidence-Based Interventions for Students With Developmental Disabilities

Gilmore

Campbell

Shochet

2016

J. Psychol. Couns. Sch.

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A small group intervention for older primary school-aged low-progress readers: Further evidence for efficacy

Wheldall

Bell²,

Wheldall

et al. 2019

The Educational and Developmental Psychologist

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The aim of the present study was to determine the efficacy of a small-group reading instruction program that was delivered over two school terms to Australian students in Years 3 through 6. A large cohort (n = 239) of primary school children was assessed on their literacy skills before and after receiving ‘MacqLit’, a phonics-based program designed for older struggling readers. Parametric and nonparametric difference tests were used to compare results at pre- and postintervention time points. Statistically significant improvements with large effect sizes were observed on all raw score measures of word reading, nonword reading, passage reading and spelling. Statistically significant improvements were also observed on standard score measures of nonword reading and passage reading, suggesting the gains were greater than what might be expected to have resulted from typical classroom instruction. The results indicate that older middle primary school-aged students may benefit from phonics-based, small-group reading instruction.

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Support for students with additional health and developmental needs: practices and learnings from exemplar schools

Watts

Shingles

Edwards

et al. 2022

Australian Journal of Learning Difficulties

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Evaluation of a two-phase experimental study of a small group (“MultiLit”) reading intervention for older low-progress readers

Cited by 4 publications

References 13 publications

Adapting Evidence-Based Interventions for Students With Developmental Disabilities

Adapting Evidence-Based Interventions for Students With Developmental Disabilities

A small group intervention for older primary school-aged low-progress readers: Further evidence for efficacy

Support for students with additional health and developmental needs: practices and learnings from exemplar schools

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