The Impact of a National Implementation of Tier 2 Structured Literacy Teaching for Children in Their First Year at School.
This national implementation study aimed to evaluate the effectiveness of Tier 2 structured literacy teaching set within a multi-tiered system of support. Case-controlled matching was used to determine the impact of the implementation for 1,265 5-year-old children. One comparison group included 1,26...
| Publicado en: | Topics in Language Disorders Vol. 45; no. 2; pp. 94 - 112 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
Apr-Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184671452&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184671452 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02718294 TLD jtl: Topics in Language Disorders issn: 02718294 maglogo: N pubinfo: dt: Apr-Jun2025 vid: 45 iid: 2 pid: 5086 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 184671452 184671452 184671452 10.1097/TLD.0000000000000362 184671452 ppf: 94 ppct: 18 formats: tig: atl: The Impact of a National Implementation of Tier 2 Structured Literacy Teaching for Children in Their First Year at School. aug: au: McNeill, Brigid Gillon, Gail affil: Author Affiliations: Faculty of Education, University of Canterbury, Christchurch, New Zealand (Dr McNeill) sug: subj: Implementation Science Program Evaluation Literacy Education Language Development Human New Zealand Case Control Studies Child, Preschool Male Female Descriptive Statistics Reading Spelling Teachers Professional Development Support, Psychosocial Chi Square Test Univariate Statistics Analysis of Variance Post Hoc Analysis Child, Preschool: 2-5 years Male Female ab: This national implementation study aimed to evaluate the effectiveness of Tier 2 structured literacy teaching set within a multi-tiered system of support. Case-controlled matching was used to determine the impact of the implementation for 1,265 5-year-old children. One comparison group included 1,265 children who were matched to the experimental group on demographic and reading variables (i.e., a reading-matched control). The second comparison group included 1,265 children who were matched on demographic factors but presented with relatively stronger reading skills (i.e., demographically matched control). Tier 2 participants scored higher in reading and spelling than their reading-matched peers following intervention. Further, their reading and spelling did not differ from the demographically matched control group following intervention. Results suggest that timely and effective Tier 2 teaching support can be delivered at scale. The critical role of professional development and resourcing to facilitate implementation of evidence-based structured literacy teaching practices at a national level is discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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