Reading intervention need not be negligible: Response to Cossu (1999)

Reading intervention need not be negligible: Response to Cossu (1999) The treatment effects of a reading intervention study by Hatcher, Hulme and Ellis (1994) have been described as unstable (Cossu 1999) and to be evidence that reading-delayed children are impervious to intervention. Data are presented to show that, in this study, the combined reading and phonological awareness training group (R+P) made greater progress in learning to read than the Reading alone (R) and Phonological awareness alone (P) groups in addition to that of the unseen control group (C). Group R+P also exhibited effect sizes of 1.1 to 2.6 for accuracy, and 1.3 to 1.6 for comprehension, some nine months after the intervention had ceased. These data affirm the stability of the treatment effect, the Sound Linkage hypothesis and the effectiveness of comprehensive and well-structured intervention programmes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Reading intervention need not be negligible: Response to Cossu (1999)

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2000 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1026439309818
Publisher site
See Article on Publisher Site

Abstract

The treatment effects of a reading intervention study by Hatcher, Hulme and Ellis (1994) have been described as unstable (Cossu 1999) and to be evidence that reading-delayed children are impervious to intervention. Data are presented to show that, in this study, the combined reading and phonological awareness training group (R+P) made greater progress in learning to read than the Reading alone (R) and Phonological awareness alone (P) groups in addition to that of the unseen control group (C). Group R+P also exhibited effect sizes of 1.1 to 2.6 for accuracy, and 1.3 to 1.6 for comprehension, some nine months after the intervention had ceased. These data affirm the stability of the treatment effect, the Sound Linkage hypothesis and the effectiveness of comprehensive and well-structured intervention programmes.

Journal

Reading and WritingSpringer Journals

Published: Oct 7, 2004

References

  • Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children
    Blachman, B.A.; Tangel, D.M.; Ball, E.W.; Black, R.; McGraw, C.K.
  • Biological constraints on literacy acquisition
    Cossu, G.

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