Evidence-based practices to stimulate literacy skills in G1: A large scale study

Evidence-based practices to stimulate literacy skills in G1: A large scale study

First Author: Jean Ecalle -- Lab EMC -Univ Lyon2
Additional authors/chairs: 
Laurent Cros; Annie Magnan
Abstract / Summary: 

To reduce difficulties in children during learning to read, targeted interventions could be proposed in the light of evidence-based research (Cook & Cook, 2011). This study aims at examining the effects of guided interventions proposed to teachers to stimulate literacy skills in children with difficulties. Classes were assigned either to experimental group (N=376 children) either to control group (N=1194). A classical design was set up, with a first evaluation of literacy skills before intervention (t1) and after. In experimental group, interventions were based on exercices which focused to develop phonological skills, letter-sound knowledge and decoding. Children were assessed in phonemic segmentation, word and pseudoword reading, in reading fluency. Specific matching analyses (nearest-neighbour matching) were conducted using literacy outcomes at t1 as covariates. For experimental group, results showed better performance with significant effect sizes at t2 (from .17 to .32) in literacy outcomes.