Quality indicators for effective early intervention in literacy and numeracy

Abstract

Recent research suggests that multi‐strand and interlinked interventions meet the requirements of early primary school intervention programmes more fully than single programmes. A set of quality indicators, which education authorities and schools can utilize to review and evaluate processes and outcomes of such interventions, is derived from the outcome of an evaluation of the implementation of an early intervention programme (EIP) in literacy and numeracy, involving 274 pupils, in three North Ayrshire primary schools. The implications for primary prevention of difficulties in literacy and numeracy are discussed.

Notes

* Corresponding author: Psychology Department, Strathclyde University, Graham Miles Building, 40 George St, Glasgow G1 1QE, UK. Email: [email protected]

Additional information

Notes on contributors

Jim Boyle *

* Corresponding author: Psychology Department, Strathclyde University, Graham Miles Building, 40 George St, Glasgow G1 1QE, UK. Email: [email protected]