TY - JOUR

T1 - Literacy Instruction from Afar: Evidence for the Effectiveness of a Remotely Delivered Language-rich Reading Programme

AU - Downing, Cameron

AU - Evans-Jones, Gwennant

AU - Lira Calabrich, Simone

AU - Wynne, Caspar

AU - Cartin, Rachel

AU - Dunton, Joanna

AU - Elliott, Ruth

AU - Caravolas, Marketa

AU - Hulme, Charles

AU - Jones, Manon

PY - 2024/1/6

Y1 - 2024/1/6

N2 - There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of remote instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were randomly allocated either to an 8-week remotely delivered language-rich literacy programme or to a wait-list control group. Children in the programme arm (n = 77 at analysis) completed 16-lessons remotely targeting vocabulary, phonemic awareness, reading, spelling, and narrative skills. Children in the wait-list arm (n = 58 at analysis) received business-as-usal from their schools. Children’s word reading accuracy and phonemic awareness was measured prior to and after the programme delivery period. Children receiving the literacy programme made significantly larger gains than the wait-list control group on reading accuracy (d = 0.32) and phonemic awareness (d = 0.63). This study demonstrates that a remotely-delivered literacy programme is effective. These findings have important implications for delivering specialist literacy instruction at scale.

AB - There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of remote instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were randomly allocated either to an 8-week remotely delivered language-rich literacy programme or to a wait-list control group. Children in the programme arm (n = 77 at analysis) completed 16-lessons remotely targeting vocabulary, phonemic awareness, reading, spelling, and narrative skills. Children in the wait-list arm (n = 58 at analysis) received business-as-usal from their schools. Children’s word reading accuracy and phonemic awareness was measured prior to and after the programme delivery period. Children receiving the literacy programme made significantly larger gains than the wait-list control group on reading accuracy (d = 0.32) and phonemic awareness (d = 0.63). This study demonstrates that a remotely-delivered literacy programme is effective. These findings have important implications for delivering specialist literacy instruction at scale.

U2 - https://doi.org/10.1007/s11145-023-10502-7

DO - https://doi.org/10.1007/s11145-023-10502-7

M3 - Article

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

ER -