ABSTRACT This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a controlled trial, the original study findings revealed larger gains in oral narrative, receptive vocabulary, and phonological awareness amongst students who received the intervention compared to those who received regular classroom instruction. At follow-up, student reading performance was compared using a standardised reading assessment. There were no differences between students who received the intervention and those who did not. To further investigate these findings, the oral language and emergent literacy skills of “average” and “below average” readers at the end of the first year of schooling were compared to assist in tailoring follow-up interventions. The implications for universal classroom-based programmes are discussed.

中文翻译：

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对来自不同文化、语言和社会经济背景的学生进行基于书籍的全班干预的纵向阅读结果

摘要 本研究旨在调查在第一年为学生提供的 24 周通用口语和紧急识字计划是否对干预后 2 年的阅读表现产生积极影响。89 名参与者是来自社会经济地位低下地区的三所小学的二年级学生。使用对照试验，原始研究结果显示，与接受常规课堂教学的学生相比，接受干预的学生在口头叙述、接受性词汇和语音意识方面有更大的进步。在后续行动中，使用标准化的阅读评估来比较学生的阅读表现。接受干预的学生与未接受干预的学生之间没有差异。为了进一步调查这些发现，比较“中等”和“低于平均水平”的读者在第一年结束时的口语和新兴识字技能，以帮助定制后续干预措施。讨论了普遍的基于课堂的计划的影响。