Jane Hurry|?athy Sylva
Long?term outcomes of early reading intervention
Universidad de Londres|University of Oxford
study explores longterm effectiveness two differing models early intervention children reading difficulties reading recovery specific phonological training approximately 400 children pretested 95 assigned reading recovery 97 phonological training remainder acted controls short medium term interventions significantly improved aspects childrens reading reading recovery broader powerful effect longterm 3 years intervention significant effects reading overall though reading recovery significant effect subgroup children complete nonreaders 6 years old phonological training significant effect spelling short mediumterm effects demonstrate possible substantially reduce childrens reading problems longterm effects raise doubts relying early intervention alone