One argument for early intervention for reading difficulties is that it can sustainably improve children’s reading competence trajectory (the ‘inoculation model’), but there are virtually no studies on sustained effects at the end of compulsory schooling. This study reports on a 10-year follow-up of a widely used early literacy intervention, Reading Recovery. UK schools adopting Reading Recovery enrol selected teachers for a year’s training, after which they provide one-to-one tutoring and typically act as literacy advisors. In a quasi-experimental, intention to treat, design, 293 6-year-olds with reading difficulties in 42 London schools were assigned to Reading Recovery (RR), standard provision in Reading Recovery schools (RRS) or standard provision in comparison schools (CS). Children were traced at ages 14 (204) and 16 (271) and data collected from the National Pupil Database. At age 14 and 16, significantly fewer RR than CS pupils were officially identified as having special educational needs, a potential consequence of reading difficulties. Using multi-level modelling and controlling for baseline reading and Free School Meal status (an indicator of poverty), at age 16 the RR group significantly outperformed the CS group on academic qualifications (GCSEs) (d = 0.52). However, the RRS group also performed significantly better than the CS group (d = 0.37), consistent with the fact that standard provision for weaker readers in RR schools differed from that provided in CS. Thus, these results support the long-term effects of early intervention but raise questions about the importance of whole-school effects and systemic intervention.

中文翻译：

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6 岁时的阅读干预：英国阅读恢复对 16 岁时的资格和支持的长期影响

对阅读困难进行早期干预的一个论点是，它可以可持续地提高儿童的阅读能力轨迹（“接种模型”），但几乎没有关于义务教育结束时持续效果的研究。本研究报告了一项广泛使用的早期识字干预措施——阅读恢复的 10 年随访。采用阅读恢复的英国学校会招收选定的教师进行一年的培训，之后他们会提供一对一的辅导，并且通常充当识字顾问。在一项准实验性、意向性治疗设计中，伦敦 42 所学校的 293 名 6 岁阅读困难儿童被分配到阅读恢复（RR）、阅读恢复学校（RRS）标准教育或对照学校标准教育（ CS）。对 14 岁（204 岁）和 16 岁（271 岁）的儿童进行了追踪，并从国家学生数据库收集了数据。在 14 岁和 16 岁时，正式确定有特殊教育需求的 RR 比 CS 学生少得多，这是阅读困难的潜在后果。使用多层次建模和控制基线阅读和免费校餐状态（贫困指标），在 16 岁时，RR 组在学历（GCSE）方面明显优于 CS 组（d  = 0.52）。然而，RRS 组的表现也明显优于 CS 组（d  = 0.37），这与 RR 学校为较弱读者提供的标准规定与 CS 中提供的不同这一事实一致。因此，这些结果支持早期干预的长期影响，但对全校影响和系统干预的重要性提出了质疑。