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Article Dans Une Revue Australian Journal of Learning Difficulties Année : 2023

Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach

Résumé

Two groups were formed in a randomized, controlled trial: an Experimental group (n = 346), which benefited from specific interventions by trained teachers for a period of two years, and a Control group (n = 1354) with business as usual. For Experimental group in Kindergarten, the interventions were conducted in small groups and focused on code-related and language skills (mainly in comprehension), whereas in Grade 1, only code-related skills were addressed and the children received an amount of exposure that was a function of their performance level. Globally, Experimental group significantly outperformed Control group in code-related scores (Code) as well as on two reading scores (fluency and comprehension) at the end of Grade 1. Results were subdivided into quintiles for analysis as a function of initial performance. The main results showed that in Code Experimental group in the lowest quintiles obtained better performance at the end of Grade 1.
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Dates et versions

hal-04273429 , version 1 (13-11-2023)

Licence

Paternité - Pas d'utilisation commerciale - Pas de modification

Identifiants

Citer

Jean Ecalle, Emilie Dujardin, Christophe Gomes, Laurent Cros, Annie Magnan. Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach. Australian Journal of Learning Difficulties, 2023, 28 (2), pp.119-138. ⟨10.1080/19404158.2023.2271914⟩. ⟨hal-04273429⟩
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