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Australian Journal of Learning Difficulties Volume 22, 2017 - Issue 1: Learning difficulties in early childhood
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Articles

Further evidence for the efficacy of an evidence-based, small group, literacy intervention program for young struggling readers

Kevin WheldallMultiLit Research Unit, Macquarie University Special Education Centre, Macquarie Park, AustraliaCorrespondence[email protected]
,
Robyn WheldallMultiLit Research Unit, Macquarie University Special Education Centre, Macquarie Park, Australia
,
Alison MadelaineMultiLit Research Unit, Macquarie University Special Education Centre, Macquarie Park, Australia
,
Meree ReynoldsMultiLit Research Unit, Macquarie University Special Education Centre, Macquarie Park, Australia
&
Sarah ArakelianMultiLit Research Unit, Macquarie University Special Education Centre, Macquarie Park, Australia
Pages 3-13 | Received 03 May 2016, Accepted 22 Jan 2017, Published online: 28 Feb 2017

Citations (7)

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Read on this site (3)

Meree Reynolds, Jennifer Buckingham, Alison Madelaine, Sarah Arakelian, Nicola Bell, Simmone Pogorzelski, Robyn Wheldall & Kevin Wheldall. (2021) What we have learned: implementing MiniLit as an intervention with young struggling readers. Australian Journal of Learning Difficulties 26:2, pages 113-125.
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Joanne Quick. (2020) Re-mapping the territory: an analysis of literacy intervention provision for primary students in five Australian states. Australian Journal of Learning Difficulties 25:2, pages 183-213.
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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 0:0, pages 1-20.
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Articles from other publishers (4)

João Lopes, Pedro S. Martins, Célia Oliveira, João Ferreira, João Tiago Oliveira & Nuno Crato. (2023) De A a Z: efectos de un programa de intervención en lectura de segundo grado para lectores con dificultades. Revista de Psicodidáctica.
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João Lopes, Pedro S. Martins, Célia Oliveira, João Ferreira, João Tiago Oliveira & Nuno Crato. (2023) From A to Z: effects of a 2nd-grade reading intervention program for struggling readers. Revista de Psicodidáctica (English ed.).
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Genevieve McArthur, Yumi Sheehan, Nicholas A Badcock, Deanna A Francis, Hua-Chen Wang, Saskia Kohnen, Erin Banales, Thushara Anandakumar, Eva Marinus & Anne Castles. (2018) Phonics training for English-speaking poor readers. Cochrane Database of Systematic Reviews 2018:11.
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Jon Quach, Janet Clinton, Georgia Dawson, Libby Smith, Tanya Serry & Sharon Goldfeld. (2018) Testing of a synthetic phonics-based targeted reading intervention for students with reading difficulties in Year 1: protocol for an efficacy randomised controlled trial. BMJ Paediatrics Open 2:1, pages e000301.
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