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Paper Abstract
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This study examined a literacy program that targeted students most at risk of reading difficulties in kindergarten and first grade of 12 Swedish schools. The program used multi-sensory learning methods that focused on phonological awareness and phonics, and was delivered during 10 weeks over 30–35 sessions by teachers in a one-to-one or one-to-two setting. In total, 161 students aged 6–7 years were randomly assigned to a treatment group or a waiting list control group. The treatment group showed large and statistically significant improvements compared to the control group on the two pre-registered primary outcome measures: a standardized test of decoding (Hedges’ g = 1.07) and a standardized test of letter knowledge (g = 1.03). The improvements were also significantly larger on measures of phonological awareness (g = 0.56) and self-efficacy (g = 0.57), but not on measures of enjoyment and motivation. The program appears cost-effective relative to other tutoring programs.
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Paper Citation
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Martin Bøg, Jens Dietrichson & Anna A. Isaksson (2021) A multi-sensory tutoring program for students at risk of reading difficulties: Evidence from a randomized field experiment, The Journal of Educational Research, 114:3, 233-251, DOI: 10.1080/00220671.2021.1902254
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Paper URL
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https://doi.org/10.1080/00220671.2021.1902254
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