ERIC Number: EJ1302921
Record Type: Journal
Publication Date: 2021
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
A Multi-Sensory Tutoring Program for Students at Risk of Reading Difficulties: Evidence from a Randomized Field Experiment
Bøg, Martin; Dietrichson, Jens; Isaksson, Anna A.
Journal of Educational Research, v114 n3 p233-251 2021
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.
Descriptors: Multisensory Learning, Tutoring, Program Effectiveness, Cost Effectiveness, At Risk Students, Elementary School Students, Grade 1, Kindergarten, Young Children, Reading Difficulties, Reading Attitudes, Reading Motivation, Self Efficacy, Phonics, Phonological Awareness, Decoding (Reading), Emergent Literacy, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A