Journal article

Testing of a synthetic phonics-based targeted reading intervention for students with reading difficulties in Year 1: protocol for an efficacy randomised controlled trial

Jon Quach, Janet Clinton, Georgia Dawson, Libby Smith, Tanya Serry, Sharon Goldfeld

BMJ PAEDIATRICS OPEN | BMJ PUBLISHING GROUP | Published : 2018

Abstract

Introduction: Literacy is fundamental for educational achievement, and in the longer term contributes substantially to a range of life skills. Literacy difficulties during the early years of school are associated with long-term impacts on academic success, with differences in academic achievement sustained through children's schooling. Therefore, addressing literacy difficulties during the early years of school is essential in reducing the risk of children progressing onto negative academic, psychosocial and vocational trajectories. This trial will determine whether a phonics-based reading intervention can improve the reading comprehension of students identified as low-progress readers in th..

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Grants

Funding Acknowledgements

The trial is funded by the Evidence for Learning Fund by Social Venture Australia. In-kind support was provided by MultiLit in terms of training and intervention materials required for implementation.