Abstract

This study examined a literacy program that targeted students most at risk of reading difficulties in kindergarten and first grade of 12 Swedish schools. The program used multi-sensory learning methods that focused on phonological awareness and phonics, and was delivered during 10 weeks over 30–35 sessions by teachers in a one-to-one or one-to-two setting. In total, 161 students aged 6–7 years were randomly assigned to a treatment group or a waiting list control group. The treatment group showed large and statistically significant improvements compared to the control group on the two pre-registered primary outcome measures: a standardized test of decoding (Hedges’ g = 1.07) and a standardized test of letter knowledge (g = 1.03). The improvements were also significantly larger on measures of phonological awareness (g = 0.56) and self-efficacy (g = 0.57), but not on measures of enjoyment and motivation. The program appears cost-effective relative to other tutoring programs.

摘要

本研究调查了一项扫盲计划，该计划针对 12 所瑞典学校的幼儿园和一年级中最有阅读困难风险的学生。该计划使用多感官学习方法，侧重于语音意识和语音，并在 10 周内由教师以一对一或一对二的方式进行 30-35 节课。总共有 161 名 6-7 岁的学生被随机分配到治疗组或等候名单对照组。与对照组相比，治疗组在两个预先注册的主要结果指标上表现出显着的显着改善：解码的标准化测试（Hedges' g  = 1.07）和字母知识的标准化测试（g = 1.03）。在语音意识 ( g  = 0.56) 和自我效能 ( g  = 0.57)方面的改进也显着提高，但在享受和动机方面的改进则不然。相对于其他辅导计划，该计划似乎具有成本效益。