7,222
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

What we have learned: implementing MiniLit as an intervention with young struggling readers

, ORCID Icon, ORCID Icon, , ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon show all
Pages 113-125 | Received 05 Apr 2021, Accepted 27 Sep 2021, Published online: 06 Nov 2021

References

  • Bost, L. W., & Riccomini, P. J. (2006). Effective instruction: An inconspicuous strategy for dropout prevention. Remedial and Special Education, 27(5), 301–311.
  • Buckingham, J. (2019, February). Reading recovery: A failed investment. MultiLit Pty Ltd.
  • Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2012). A randomized control trial of a tier two small group intervention (‘MiniLit’) for young struggling readers. Australian Journal of Learning Difficulties, 17(2), 79–99.
  • Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Evaluation of a two-phase implementation of a tier 2 (small group) reading intervention for young low-progress readers. Australian Journal of Special Education, 38(2), 169–185.
  • Buckingham, J. (2020). Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers. The Educational and Developmental Psychologist, 37(2), 105–113.
  • Castles, A., Polito, V., Pritchard, S., Anandakumar, T., & Coltheart, M. (2018). Do nonword reading tests for children measure what we want them to? An analysis of year 2 error responses. Australian Journal of Learning Difficulties, 23(2), 153–165.
  • Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.
  • Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92(4), 703–708.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York, NY: Routledge Academic.
  • Department of Education, Science and Training (DEST). (2005). National Inquiry into the Teaching of Literacy (NITL). Teaching reading: Report and recommendations. Accessed 21 December 2007. http://www.dest.gov.au/nitl/documents/report_recommendations.pdf
  • Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test (4th ed.). Minneapolis, MN: Pearson Education.
  • Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 65(2), 95–113.
  • Fuchs, L. S., & Fuchs, D. (2007). A model for implementing responsiveness to Intervention. Teaching Exceptional Children, 39(5), 14–20.
  • Gilmore, A., Croft, C., & Reid, N. (1981). Burt word reading test – New Zealand revision. Wellington, NZ: New Zealand Council for Educational Research.
  • Hulme, C., Stothard, S. E., Clarke, P., Bowyer-Crane, C., Harrington, A., Truelove, E., & Snowling, M. J. (2010). York assessment of reading for comprehension: Early reading. London, UK: GL Assessment.
  • Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437–447.
  • Kraft, M. A. (2020). Interpreting effect sizes of education interventions. Educational Researcher, 49(4), 241–253.
  • Macquarie University Special Education Centre. (1998). The MultiLit reading tutor program. Sydney, NSW: Author.
  • Martin, F., & Pratt, C. (2001). Martin and Pratt nonword reading test. Melbourne, VIC: ACER.
  • McArthur, G., Badcock, N., Castles, A., & Robidoux, S. (2021). Tracking the relations between children’s reading and emotional health across time: Evidence from four large longitudinal studies. Reading Research Quarterly, Advance online publication. doi: https://doi.org/10.1002/rrq.426
  • McArthur, G., Castles, A., Kohnen, S., & Banales, E. (2016). Low self-concept in poor readers: Prevalence, heterogeneity, and risk. PeerJ, 4(e2669. doi:https://doi.org/10.7717/peerj.2669
  • Morgan, P. L., Fuchs, D., Compton, D. L., Cordray, D. S., & Fuchs, L. S. (2008). Does early reading failure decrease children’s reading motivation? Journal of Learning Disabilities, 41(5), 387–404.
  • MultiLit. (2011). MiniLit early literacy intervention program. Sydney, NSW: Author.
  • National Institute of Child Health and Human Development (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH publication no. 00-4769). U.S. Government Printing Office.
  • Neilson, R. (2003a). Astronaut Invented Spelling Test (AIST). Jamberoo, NSW: Language, Speech and Literacy Services.
  • Neilson, R. (2003b). Sutherland phonological awareness test – revised (SPAT-R). Jamberoo, NSW: Language, Speech and Literacy Services.
  • Quach, J., Goldfeld, S., Clinton, J., Serry, T., Smith, L., & Grobler, A. (2019). MiniLit: Learning impact fund evaluation report. Evidence for Learning. Accessed 30 November 2020. https://evidenceforlearning.org.au/lif/our-projects/minilit
  • Rastle, K., Lally, C., Davis, M. H., & Taylor, J. S. H. (2021). The dramatic impact of explicit instruction on learning to read in a new writing system. Psychological Science, 32(4), 471–484.
  • Reynolds, M., Wheldall, K., & Madelaine, A. (2007a). Developing a ramp to reading for at-risk year one students: A preliminary pilot study. Special Education Perspectives, 16(1), 39–69.
  • Reynolds, M., Wheldall, K., & Madelaine, A. (2007b). ‘Meeting Initial Needs In Literacy’ (MINILIT): A ramp to MULTILIT for younger low-progress readers. Australian Journal of Learning Disabilities, 12(2), 67–72.
  • Reynolds, M., Wheldall, K., & Madelaine, A. (2007c). ‘Meeting Initial Needs In Literacy’ (MINILIT): Why we need it, how it works and the results of pilot studies. Australian Journal of Special Education, 31(2), 147–158.
  • Reynolds, M., Wheldall, K., & Madelaine, A. (2009). Building the WARL: The development of the wheldall assessment of reading lists, a curriculum-based measure designed to identify young struggling readers and monitor their progress. Australian Journal of Learning Difficulties, 14(1), 89–111.
  • Reynolds, M., Wheldall, K., & Madelaine, A. (2010a). An experimental evaluation of the efficacy of an intervention for young struggling readers in year one. Special Education Perspectives, 19(2), 35–57.
  • Reynolds, M., Wheldall, K., & Madelaine, A. (2010b). Components of effective early reading interventions for young struggling readers. Australian Journal of Learning Difficulties, 15(2), 171–192.
  • Reynolds, M., Wheldall, K., & Madelaine, A. (2011). Early identification of young struggling readers: Preliminary benchmarks for intervention for students in years one and two in schools in New South Wales. Australian Journal of Learning Difficulties, 16(2), 127–143.
  • Reynolds, M., & Wheldall, K. (2007). Reading recovery twenty years down the track: Looking forward, looking back. International Journal of Disability, Development and Education, 54(2), 199–223.
  • Rose, J. (2006). Independent review of the teaching of early reading: Final report. Accessed 20 September 2006. http://www.standards.dfes.gov.uk/rosereview
  • Stanovich, K. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: The Guilford Press.
  • Torgeson, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency (TOWRE). (Austin, TX: PRO-ED) .
  • Wechsler, D. (2007). Wechsler individual achievement test – 2nd ed, Australian standardised version (WIAT-II Australian). Marrickville, NSW: Pearson.
  • Westwood, P. (1999). Spelling: Approaches to teaching and assessment. Camberwell, VIC: ACER Press.
  • Wheldall, K., Beaman, R., Madelaine, A., & McMurtry, S. (2012). Evaluations of the efficacy of MultiLit and MiniLit programs provided by the Exodus Foundation, 2009-2011 [Unpublished research report].
  • Wheldall, K., & Beaman, R. (2000). An evaluation of MULTILIT: ‘Making Up Lost Time In Literacy’. Canberra, ACT: Department of Education, Training and Youth Affairs.
  • Wheldall, K., Reynolds, M., Madelaine, A., & Bell, N. (2021). The Wheldall assessment of reading nonwords. Sydney, NSW: MultiLit Pty Ltd.
  • Wheldall, K., Reynolds, M., & Madelaine, A. (2015). The Wheldall assessment of reading lists. Sydney, NSW: MultiLit Pty Ltd.
  • Wheldall, K., & Wheldall, R. (2014). Report on the efficacy of the tutorial centres provided by the Exodus Foundation, mid-2010-2013 [Unpublished research report].
  • Wheldall, K., Wheldall, R., Bell, N., & Buckingham, J. (2020). Researching the efficacy of a reading intervention: An object lesson. The Educational and Developmental Psychologist, 37(2), 147–151.
  • Wheldall, K., Wheldall, R., Madelaine, A., Reynolds, M., Arakelian, S., & Kohnen, S. (2019). ‘Just teach our kids to read’: Efficacy of intensive reading interventions for both younger and older low-progress readers in schools serving mainly remote Indigenous communities. In J. Rennie, and H. Harper (Eds.), Literacy education and Indigenous Australians. Singapore: Springer 221–246 . doi:https://doi.org/10.1007/978-981-13-8629-9_13
  • Wheldall, K., Wheldall, R., Madelaine, A., Reynolds, M., & Arakelian, S. (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), 3–13.
  • Wheldall, K. (2011). Ensuring that all children learn to read. Learning Difficulties Australia Bulletin, 43(1), 5–8.