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Longitudinal Reading Outcomes in Response to a Book-Based, Whole Class Intervention for Students from Diverse Cultural, Linguistic and Socio-Economic Backgrounds
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Lathouras, Maria; Westerveld, Marleen F.; Trembath, David – Australian Journal of Learning Difficulties, 2019
This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2 years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a…
Descriptors: Elementary School Students, Grade 1, Foreign Countries, Low Income Students
An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-Economic Backgrounds
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Ergül, Cevriye; Akoglu, Gözde; Sarica, Ayse D.; Karaman, Gökçe; Tufan, Mümin; Bahap-Kudret, Zeynep; Zülfikar, Deniz – Journal of Education and Training Studies, 2016
The study aimed to examine the effectiveness of the Adapted Dialogic Reading Program (ADR) on the language and early literacy skills of Turkish kindergarteners from low socio-economic (SES) backgrounds. The effectiveness of ADR was investigated across six different treatment conditions including classroom and home based implementations in various…
Descriptors: Foreign Countries, Reading Instruction, Reading Programs, Emergent Literacy