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2023
- handle: 10670/1.m1y1ec
- hal: hal-04273429
- doi: 10.1080/19404158.2023.2271914
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info:eu-repo/semantics/altIdentifier/doi/10.1080/19404158.2023.2271914
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literacy instruction response to interventionSujets proches
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Jean Ecalle et al., « Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach », HAL-SHS : sciences de l'éducation, ID : 10.1080/19404158.2023.2271914
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Two groups were formed in a randomized, controlled trial: an Experimental group (n = 346), which benefited from specific interventions by trained teachers for a period of two years, and a Control group (n = 1354) with business as usual. For Experimental group in Kindergarten, the interventions were conducted in small groups and focused on code-related and language skills (mainly in comprehension), whereas in Grade 1, only code-related skills were addressed and the children received an amount of exposure that was a function of their performance level. Globally, Experimental group significantly outperformed Control group in code-related scores (Code) as well as on two reading scores (fluency and comprehension) at the end of Grade 1. Results were subdivided into quintiles for analysis as a function of initial performance. The main results showed that in Code Experimental group in the lowest quintiles obtained better performance at the end of Grade 1.