A randomised control trial of a MultiLit small group intervention for older low-progress readers

Abstract

A large number of Australian children in the later years of primary school have low literacy skills and require remedial instruction. The aim of this study is to evaluate the efficacy of a comprehensive small group reading intervention for low-progress readers, within a regular school setting. The intervention, called ‘Making Up Lost Time in Literacy’, is a comprehensive reading program with explicit teaching in phonics as well as sight words and guided book reading. Participants were Year 3 (average age 8 years, 8 months) to Year 6 (average age 11 years, 8 months) students in a New South Wales public school. Forty-four students took part in a two-school-term trial, with matched pairs of students randomly allocated into experimental and control groups. A reduced sample of 30 students participated in a three-school-term trial. The experimental group received the small group instruction for 1 h per day for four days per week, while the control group remained in the usual classes. All students were assessed ...