Workpackage 3. Developing Effective Intervention Programs for Children Experiencing Literacy Failure.

Co-ordinator: C. Hulme with P. Clarke

Senior Researchers: Defior, Snowling

Participants: University of Granada, University of York

Background and Rationale. Cultural differences exist in standard methods of literacy instruction in various European countries depending on the prevalent models and theories of literacy development and causes of reading failure (1). Accordingly, the types of intervention programmes that poor readers receive can be markedly different from one country to another. Still lacking however, is an evidence base obtained from well-controlled intervention studies to support or refute traditionally held beliefs and assumptions about the critical components of effective intervention programmes. Workpackage 3 is a bilateral study; an intervention programme model that already exists in English will be adapted for use in Spanish. This workpackage will be carried out with children already experiencing literacy failure.

Main Aims:

1. To evaluate the efficacy of teaching to support the development of reading skills in children at high-risk of reading failure

2. To determine the characteristics of children whose reading and language impairments persist and who do not respond to ‘treatment’, and compare these in the English and Spanish language groups.

References

 

(1). Byrne, B. (1998). The foundation of literacy: The child's acquisition of the alphabetic principle. Hove, Psychology Press.