Gail Gillon|Brigid McNeill|Anne Scott|Amanda Denston|Leanne Wilson|Karyn Carson|Angus Macfarlane
A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school
University of Canterbury|University of Canterbury|University of Canterbury|University of Canterbury|University of Canterbury|Flinders University|University of Canterbury
study investigated feasibility teacher implemented intervention accelerate phonological awareness letter vocabulary knowledge 141 children mean age 5 years 4 months entered school lower levels oral language ability children attended schools low socioeconomic communities additional stress still evident 6 years devastating earthquakes christchurch new zealand 2011 teachers implemented intervention class large group level 20 h four 30min sessions per week 10 weeks stepped wedge research design used evaluate intervention effects children lower oral language ability made significantly progress phonological awareness targeted vocabulary knowledge teachers implemented intervention compared progress made teachers implemented usual literacy curriculum importantly intervention accelerated childrens ability use improved phonological awareness skills decoding novel words treatment effect size 088 boys responded intervention well girls skills children identified mori pacific islands 455 cohort improved similar ways children identified new zealand european findings important implications designing successful teacherimplemented interventions within multitier approach support children enter school known challenges literacy learning