Are gains from early literacy interventions sustained over subsequent years of primary schooling?

Abstract

Is there evidence that achievement outcomes following early literacy interventions are sustained? This paper reports a research project investigating whether literacy achievement outcomes are sustained following an early intensive intervention. Reading Recovery, as an instance of an early literacy intervention. Theoretical framework and literature review The literature on literacy achievement following an intensive early intervention is analysed through a theoretical framework that sees literacy learning within a socio-cultural and constructivist framework. Literacy achievement is the result of interactions between the classroom instructional environment, prior experiences and intrinsic elements that the student brings to the learning context. It has been argued that students discontinued from intensive intervention, including Reading Recovery, require careful monitoring for two to three years after individual tutoring has ended, and that sustained achievement is dependent on appropriate pedagogical instructional environments (Clay, 2001; Hiebert and Taylor, 2000) Short term gains following intervention have been reported for diverse students and in a range of contexts (e.g Lai, McNaughton, et al, 2009; McDowall, Boyd & Hogden, 2005). However, persistent underachievement in literacy is evident, nationally and internationally (Chamberlain, 2008; Hiebert and Taylor, 2000; Mullis, Martin, et al 2006; ). Evidence indicating whether academic gains from interventions are sustained following transition back into the full classroom environment is equivocal. (e.g Askew, Kaye, et al, 2002; Chapman, Greaney, & Tunmer, 2007Rowe, 1995) Research methods Participants The sample consists of students in years four, five and six in the participating schools who were successfully discontinued from Reading Recovery in year two. Data collection • An extensive review of over two hundred research reports on early literacy intervention achievement outcomes, including Reading Recovery. • Literacy achievement data for students successfully discontinued from Reading Recovery to establish levels relative to expectations for age cohort. o STAR to ascertain stanine levels of participating students for vocabulary knowledge, word recognition, and comprehension. o asTTle -Writing to determine writing achievement in relation to New Zealand norms for participating students in years four, five and six . Results: Data is currently being analysed. Significance of the work Reducing inequities in literacy outcomes is a high priority. Achievement data from New Zealand students will provide evidence as to whether initial gains an early literacy intervention are sustained. The literature review provides insights into pedagogical and environmental conditions that appear to contribute to sustained achievement following an intensive literacy interventions. (389 words) Askew, B.J., Kaye, E., Frasier, D.F., Mobasher, M., Anderson, N., & Rodriguez, Y.(2002). Making a case for prevention in education. Literacy teaching and learning: An international journal of early reading and writing. 43-73 Chamberlain, M. ( 2008) PIRLS 2005/2006 in New Zealand: An overview of national findings from the second cycle of the Progress in International Reading Literacy Study (PIRLS). Wellington: Ministry of Education. Chapman,J., Greaney, K., & Tunmer, W (2007). How well is Reading Recovery really working in New Zealand. New Zealand Journal of Educational Research, 42, 17-30. Clay, M.M.(2001) Becoming literate. Auckland, Heinemann. Hiebert, E., & Taylor, B.M., (2002) Beginning Reader: Research on early literacy interventions. Handbook of Reading Research, Vol III. Kamil, M., Rosenthal & Pearson,D., & Barr, R.,(Eds) NewYork, Longman . 455-482. Lai, MK; McNaughton, S., Macdonald, S, & Farry, S (2004) Profiling Reading comprehension in Mangere Schools: A Research and Development Collaboration. New Zealand Journal of Educational Research, 38, 2 223-240. McDowall,S., Boyd,S & Hogden, E., with van Vliet,T.,(2005) Reading Recovery in New Zealand: Uptake, implementation, and outcomes, especially in relation to Maori and Pasifika students. Wellington, New Zealand Council for Educational Research. Mullis, I., Martin, M., Kennedy, A., & Foy, P., (2007) PIRLS 2006 International Report International Association for the Evaluation of Educational Achievement.