A randomised control trial evaluation of a literacy after-school programme for struggling beginning readers
Data(s) |
2013
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Resumo |
<p>While there is evidence for effective in-school programmes<br/> for struggling beginning readers, the evidence in relation to after-schools<br/> interventions focusing on academic outcomes is particularly weak. This study<br/> seeks to contribute to this body of evidence through a randomized trial (n=464)<br/> of an after-school literacy programme (DoodleDen) for struggling beginning readers in a deprived area of Dublin, Ireland.</p> <p>The programme based on a balanced literacy framework, was delivered in group<br/> settings, and had a strong focus on staff development. Doodle Den was found to improve the children’s overall literacy (d=+0.17), teacher assessments of their literacy ability (d=+0.28) and to positively impact on problem behaviours in regular school class (d=-0.18). The implications for<br/> the development of after-school programmes are discussed.<br/> <em><br/> </em><br/> <em><br/> </em><br/> <em><br/> </em><br/> <em><br/> </em><br/> <em><br/> </em></p> |
Formato |
application/pdf |
Identificador |
http://dx.doi.org/10.1016/j.ijer.2013.07.005 http://pure.qub.ac.uk/ws/files/5191930/1_s2.0_S0883035513000815_main.pdf |
Idioma(s) |
eng |
Direitos |
info:eu-repo/semantics/restrictedAccess |
Fonte |
Biggart , A , Kerr , K , O'Hare , L & Connolly , P 2013 , ' A randomised control trial evaluation of a literacy after-school programme for struggling beginning readers ' International Journal of Educational Research , vol 62 , pp. 129-140 . DOI: 10.1016/j.ijer.2013.07.005 |
Tipo |
article |