Can a Synthetic-Phonics Reading Program Improve Outcomes for Grade 1 Elementary Students With Reading Difficulties?

• In Event: Instructional Interventions and Practices in Literacy

Abstract

This paper presents findings from an randomised controlled trial, which compared usual learning support to a synthetic phonics-based reading intervention for Grade 1 Australian students with reading difficulties. From 753 students from nine primary schools in the state of New South Wales assessed using the Wheldall Assessment of Reading Lists, 236 students were eligible after they performed in the bottom quartile on the measure. Students were randomly allocated to either the ‘usual learning support’ or ‘MiniLit’ intervention groups. No group between group differences were found in primary outcomes of reading comprehension, accuracy or rate immediately or 6-months post-intervention. Improvements were seen in some secondary outcomes that align with the intervention’s theory of change.

Authors

• Jon Quach, The University of Melbourne

• Janet Clinton, University of Melbourne

• Tanya A. Serry, La Trobe University

• Geprgia Dawson, University of Melbourne

• Libby Smith, Murdoch Childrens Research Institute

• Anneke Grobler, Murdoch Childrens Research Institute

• Sharon Goldfeld, Royal Children's Hospital