Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review

نویسندگان

چکیده

This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched 152 papers selected full-text review; 55 studies were included. Three strength of evidence assessment tools identified a shortlist six with relatively strong evidence: (a) Early Reading Intervention; (b) Lonigan Philips (2016) Unnamed needs-aligned intervention; (c) PHAB+WIST (PHAST)/PHAB+RAVE-O; (d) Read Well-Aligned (e) Ryder colleagues’ (2008) Phonological Awareness Phonics (f) Story Friends. Investigation intervention componentry found common characteristics included 3–5 students, 4–5 sessions per week, minimum 11-week duration, content covering combination skills, modelling explicit instruction, trained personnel. Shortlisted provide useful foundation guide further inform educators policymakers seeking implement effective evidence-based in the years schooling.

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ژورنال

عنوان ژورنال: Australian Journal of Learning Difficulties

سال: 2021

ISSN: ['1940-4166', '1940-4158']

DOI: https://doi.org/10.1080/19404158.2021.2011754