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

Fiona J. Duff  Marianna E. Hayiou-Thomas  Charles Hulme 《Reading and writing》2012,25(3):621-640

This study evaluates Reading Intervention—a 10-week supplementary reading programme emphasising the link between phonological awareness and reading—when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties participated in Reading Intervention and their progress and attainments were compared with those of a representative control group from the same classes, matched on age and gender. Language profiles were also explored. Children with reading difficulties showed weaknesses in phonological awareness and literacy as well as nonphonological oral language skills and nonverbal reasoning. During the intervention, the intervention group made significantly greater progress than the control group in early word reading, phoneme awareness and phonetic spelling. Over a 6-month follow-up period, the intervention group maintained its gains but during this time made significantly less progress on single word reading, phoneme awareness and phonetic spelling than the control group. These findings provide evidence that reading interventions can be delivered effectively in standard educational settings. We argue that a better understanding of how to manage withdrawal of intervention and how to address poor readers’ additional oral language weaknesses is needed.  相似文献   

The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia     

Lorna G. Hamilton  Marianna E. Hayiou-Thomas  Charles Hulme  Margaret J. Snowling 《Scientific Studies of Reading》2016,20(5):401-419

The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia (n = 116) and children with no known risk (n = 72). Developmental relationships between the HLE and literacy were comparable between the groups; an additional effect of storybook exposure on phoneme awareness was observed in the family-risk group only. The effects of socioeconomic status on literacy were partially mediated by variations in the HLE; in turn, effects of the HLE on literacy were mediated by precursor skills (oral language, phoneme awareness, and emergent decoding) in both groups. Findings are discussed in terms of possible gene–environment correlation mechanisms underpinning atypical literacy development.  相似文献