| Title: |
Tier 2 Oral Language and Early Reading Interventions for Preschool to Grade 2 Children: A Restricted Systematic Review |
| Language: |
English |
| Authors: |
Goldfeld, Sharon (ORCID 0000-0001-6520-7094); Beatson, Ruth; Watts, Amy; Snow, Pamela (ORCID 0000-0002-2426-8349); Gold, Lisa; Le, Ha ND; Edwards, Stuart; Connell, Judy; Stark, Hannah (ORCID 0000-0001-7755-8190); Shingles, Beth; Barnett, Tony; Quach, Jon; Eadie, Patricia (ORCID 0000-0001-5555-8325) |
| Source: |
Australian Journal of Learning Difficulties. 2022 27(1):65-113. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
49 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Information Analyses |
| Descriptors: |
Oral Language; Beginning Reading; Early Intervention; Preschool Children; Phonological Awareness; Phonics; Reading Instruction; Reading Skills; Evidence Based Practice; Response to Intervention |
| DOI: |
10.1080/19404158.2021.2011754 |
| ISSN: |
1940-4158; 1940-4166 |
| Abstract: |
This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched and 152 papers selected for full-text review; 55 studies were included. Three strength of evidence assessment tools identified a shortlist of six interventions with relatively strong evidence: (a) Early Reading Intervention; (b) Lonigan and Philips (2016) Unnamed needs-aligned intervention; (c) PHAB+WIST (PHAST)/PHAB+RAVE-O; (d) Read Well-Aligned intervention; (e) Ryder and colleagues' (2008) Unnamed Phonological Awareness and Phonics intervention; and (f) Story Friends. Investigation of intervention componentry found common characteristics included 3-5 students, 4-5 sessions per week, minimum 11-week duration, content covering a combination of skills, modelling and explicit instruction, and trained personnel. Shortlisted interventions provide a useful foundation to guide further interventions and inform educators and policymakers seeking to implement effective evidence-based interventions in the early years of schooling. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1351763 |
| Database: |
ERIC |