Scaling Up an Early Literacy Intervention

2019 ◽  
Author(s):  
Jamie McCasland
Keyword(s):  
Early Literacy ◽  
Scaling Up ◽  
Literacy Intervention ◽  
Early Literacy Intervention

scholarly journals Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Helena Oosthuizen ◽  
Daleen Klop ◽  
Monique Visser
Keyword(s):  
Early Literacy ◽  
Literacy Intervention ◽  
Language And Literacy ◽  
Language Therapy ◽  
Early Literacy Intervention ◽  
Role Players ◽  
Student Training ◽  
Transdisciplinary Collaboration ◽  
Models Of Service Delivery ◽  
Insight Into

Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.

The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation

2018 ◽  
Vol 40 (3) ◽  
pp. 316-335 ◽  
Author(s):  
Philip Sirinides ◽  
Abigail Gray ◽  
Henry May
Keyword(s):  
Early Literacy ◽  
Reading Recovery ◽  
Controlled Trial ◽  
Scale Up ◽  
First Grade ◽  
Literacy Intervention ◽  
National Scale ◽  
Randomized Controlled ◽  
Early Literacy Intervention ◽  
Evidence Of Impact

Reading Recovery is an example of a widely used early literacy intervention for struggling first-grade readers, with a research base demonstrating evidence of impact. With funding from the U.S. Department of Education’s i3 program, researchers conducted a 4-year evaluation of the national scale-up of Reading Recovery. The evaluation included an implementation study and a multisite randomized controlled trial with 6,888 participating students in 1,222 schools. The goal of this study was to understand whether the impacts identified in prior rigorous studies of Reading Recovery could be replicated in the context of a national scale-up. The findings of this study reaffirm prior evidence of Reading Recovery’s immediate impacts on student literacy and support the feasibility of successfully scaling up an effective intervention.

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