Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds

ABSTRACT

This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a controlled trial, the original study findings revealed larger gains in oral narrative, receptive vocabulary, and phonological awareness amongst students who received the intervention compared to those who received regular classroom instruction. At follow-up, student reading performance was compared using a standardised reading assessment. There were no differences between students who received the intervention and those who did not. To further investigate these findings, the oral language and emergent literacy skills of “average” and “below average” readers at the end of the first year of schooling were compared to assist in tailoring follow-up interventions. The implications for universal classroom-based programmes are discussed.

Acknowledgements

We wish to acknowledge and thank the co-authors of the PrepSTART programme Tania Kelly (nee Lawrence) and Janice Zee (nee Lee) for their time, commitment, and significant contributions. The authors wish to thank the schools, parents, teachers, teacher aides and Griffith University Master of Speech Pathology students for their commitment to this study. The views expressed in this publication do not necessarily present the views of the Department of Education, Queensland.

Disclosure statement

No potential conflict of interest was reported by the authors.