A randomised control trial evaluation of a literacy after-school programme for struggling beginning readers

作者：Biggart Andy^*; Kerr Karen; O'Hare Liam; Connolly Paul

来源：International Journal of Educational Research, 2013, 62: 129-140.

DOI：10.1016/j.ijer.2013.07.005

• Literacy
• After-school
• Randomised
• Balanced
• Behaviour

While there is evidence for effective in-school programmes for struggling beginning readers, the evidence in relation to after-school interventions focusing on academic outcomes is particularly weak. This study seeks to contribute to this body of evidence through a randomised trial (n = 464) of an after-school literacy programme (Doodle Den) for struggling beginning readers in a deprived area of Dublin, Ireland. The programme based on a balanced literacy framework, was delivered in group settings, and had a strong focus on staff development. Doodle Den was found to improve the children's overall literacy (d = +0.17), teacher assessments of their literacy ability (d = +0.28) and to positively impact on problem behaviours in regular school class (d = -0.18). The implications for the development of after-school programmes are discussed.

• 出版日期2013