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Effective Education Volume 4, 2012 - Issue 1
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Articles

A randomised control trial of a MultiLit small group intervention for older low-progress readers

Jennifer Buckingham Macquarie University Special Education Centre, Macquarie University, Sydney, NSW, 2109, Australia
,
Robyn Beaman Macquarie University Special Education Centre, Macquarie University, Sydney, NSW, 2109, Australia
&
Kevin Wheldall Macquarie University Special Education Centre, Macquarie University, Sydney, NSW, 2109, AustraliaCorrespondence[email protected]
Pages 1-26 | Received 22 Dec 2011, Accepted 03 Aug 2012, Published online: 27 Sep 2012

Citations (6)

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Read on this site (3)

Lisa Lim, Joanne Arciuli & Natalie Munro. (2018) Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study. Australian Journal of Learning Difficulties 23:1, pages 31-51.
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Kevin Wheldall, Robyn Wheldall, Alison Madelaine, Meree Reynolds & Sarah Arakelian. (2017) Further evidence for the efficacy of an evidence-based, small group, literacy intervention program for young struggling readers. Australian Journal of Learning Difficulties 22:1, pages 3-13.
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Jennifer Buckingham, Robyn Beaman-Wheldall & Kevin Wheldall. (2014) Evaluation of a two-phase experimental study of a small group (“MultiLit”) reading intervention for older low-progress readers. Cogent Education 1:1.
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Articles from other publishers (3)

Alexis N. Boucher, Bethany H. Bhat, Nathan H. Clemens, Sharon Vaughn & Katherine O’Donnell. (2023) Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties. Journal of Learning Disabilities.
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Lisa Lim, Joanne Arciuli, Natalie Munro & Linda Cupples. (2019) Using the MULTILIT literacy instruction program with children who have Down syndrome. Reading and Writing 32:9, pages 2179-2200.
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Linda Gilmore, Marilyn Campbell & Ian Shochet. (2016) Adapting Evidence-Based Interventions for Students With Developmental Disabilities. Journal of Psychologists and Counsellors in Schools 26:2, pages 193-204.
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