Further evidence for the efficacy of an evidence-based, small group, literacy intervention program for young struggling readers

2017 ◽  
Vol 22 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Kevin Wheldall ◽  
Robyn Wheldall ◽  
Alison Madelaine ◽  
Meree Reynolds ◽  
Sarah Arakelian
Keyword(s):  
Small Group ◽  
Struggling Readers ◽  
Intervention Program ◽  
Literacy Intervention ◽  
Evidence Based

When evidence-based literacy programs fail

2018 ◽  
Vol 100 (4) ◽  
pp. 54-58
Author(s):  
Naihobe Gonzalez
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Struggling Readers ◽  
Student Outcomes ◽  
Intervention Program ◽  
Policy Research ◽  
Literacy Programs ◽  
Evidence Based ◽  
Early Grades ◽  
Intensive Program

More than ever, educators are expected to implement evidence-based interventions to improve student outcomes. This is often easier said than done, as illustrated by a recent study by Mathematica Policy Research in Oakland, California. To help secondary students who were several years behind in reading, the district piloted an intensive program for struggling readers that had been proven to work in early grades. The study showed that the intervention was difficult to implement in secondary schools and actually did more harm than good. The findings highlighted the importance of considering context and implementation, in addition to evidence of effectiveness, when choosing an intervention program.

scholarly journals Using Social Media as a Platform to Promote Nutrition Messaging of FLIP

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Crystal Narten ◽  
Anna Farmer ◽  
Paulina Blanco Cervantes
Keyword(s):  
Social Media ◽  
Health Promotion ◽  
Intervention Program ◽  
Literacy Intervention ◽  
Easy Access ◽  
Evidence Based ◽  
University Of Alberta ◽  
Food Literacy ◽  
Families With Children ◽  
The University

Social media is an ever growing and versatile medium that presents a novel avenue for health promotion and sharing health information. Despite its growth and popularity, literature is limited on how social media can be used for health promotion interventions, particularly related to food and nutrition. The Food Literacy Intervention Program (FLIP) at the University of Alberta is an evidence-based tailored program targeted at families with children aged 3 to 5. FLIP was designed based on the results of a needs assessment to promote healthy eating in children and improve food knowledge and skills of families. In previous years, FLIP was primarily an in-person cooking class for families and children with a limited online component. Parents had expressed a desire for quick and easy access to credible online nutrition.  Therefore, over the course of a 12-week MPH practicum, the online FLIP program was developed and implemented for 2019. The goal of the online program was to explore different forms of social media as a platform to reach a larger audience for the promotion of evidence-based nutrition content. Content was produced for Instagram, Facebook, and a blog, and varying strategies were used to tailor the content to each platform. Social media metrics, including reach and engagement, were captured and analysed to evaluate the effectiveness of the program. This project contributes to the knowledge and understanding of the role of social media for promoting health messages and provides a basis upon which future projects can be created.

Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery

2021 ◽  
pp. 004723952110160
Author(s):  
Kristen L. Granger ◽  
Maureen A. Conroy ◽  
Kevin S. Sutherland ◽  
Edward G. Feil ◽  
Jessica Wright ◽  
...  
Keyword(s):  
Early Childhood ◽  
Intervention Program ◽  
Phase 1 ◽  
Lessons Learned ◽  
Study Phase ◽  
Evidence Based ◽  
Tier 2 ◽  
Web Based ◽  
Testing Phase ◽  
Panel Review

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

2007 ◽  
Vol 30 (3) ◽  
pp. 153-168 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Carmen Arreaga-Mayer ◽  
Howard Wills ◽  
...  
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Direct Instruction ◽  
Small Groups ◽  
Balanced Literacy ◽  
Reading Program ◽  
Experimental Comparison ◽  
Sound Recognition ◽  
Evidence Based ◽  
Ell Students

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

Discussions of Literacy Intervention Experiences

2018 ◽  
pp. 104-122
Keyword(s):  
Struggling Readers ◽  
Literacy Instruction ◽  
Developmentally Appropriate ◽  
Individual Case ◽  
Intervention Strategies ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Reading Behaviors ◽  
Effective Strategies ◽  
Comprehensive Literacy

This chapter presents a discussion of varying experiences of intervention sessions with struggling readers. It includes vignettes of children at the elementary level who are at risk for reading failure due to struggles in one or more conceptual areas of learning how to read. The vignettes highlight some opportunities that exist within an intervention session to develop effective strategies for strengthening literacy skills. This chapter focuses on pedagogical methodologies in literacy instruction and intervention, working directly with struggling readers. The vignettes of reading behaviors of struggling readers illustrate how literacy instruction and intervention uses tools for developmentally appropriate literacy intervention strategies built upon the literature related to a balanced and comprehensive literacy framework presented in the previous chapters. Furthermore, this chapter includes effectively designed strategies to help children strengthen literacy skills and discussions about literacy intervention experiences based on these individual case studies of struggling readers.

An Intervention Program for Advancing the Academic Performance of International Pathway “STAR”

2018 ◽  
pp. 71-95
Author(s):  
Donna Marie Velliaris
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Study Skills ◽  
Intervention Program ◽  
Independent Study ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Students At Risk ◽  
Support Strategy ◽  
Directed Learning

As part of an intervention and support strategy, this chapter discusses the evidence-based merits of a tertiary skills development (TSD) course delivered at the Eynesbury Institute of Business and Technology (EIBT) to “students at risk” (STAR). The effectiveness of the TSD course was measured via quantitative means by comparing students' academic performance before, during, and after TSD intervention. It was found that student performance analysed over three consecutive trimesters underwent a significant improvement when the support strategy was provided, followed by a small downturn in performance when the support was removed and students were again relying solely on their independent study skills and self-directed learning.

Sign in / Sign up

Export Citation Format

Share Document