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Related Experiment Videos

Evidence for the effectiveness of the Early Literacy Support programme.

Peter J Hatcher1, Kristina Goetz, Margaret J Snowling

  • 1Department of Psychology, University of York, York Y01 5DD, UK. p.hatcher@psych.york.ac.uk

The British Journal of Educational Psychology
|May 25, 2006
PubMed
Summary

The UK Early Literacy Support (ELS) programme effectively boosts reading and spelling skills in 6-year-olds to an average level. Both ELS and sound linkage interventions showed significant, lasting improvements in early literacy.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Applied Linguistics

Background:

  • Effective reading interventions require phoneme awareness and letter-sound knowledge.
  • Implementing literacy support programs necessitates data on effectiveness.
  • Early literacy development is crucial for academic success.

Purpose of the Study:

  • To evaluate the UK Early Literacy Support (ELS) programme.
  • To compare ELS with a 'sound linkage' reading intervention.
  • To assess the effectiveness of different early literacy interventions.

Main Methods:

  • 128 six-year-old children from 16 primary schools participated.
  • Children were identified as needing support and allocated to one of two programs.

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  • Intervention effectiveness was measured by reading and spelling gains.

    • Main Results:

    • Both ELS and sound linkage interventions yielded equivalent, significant gains in reading and spelling.
    • Improvements were maintained at follow-up, with standardized scores in the average range.
    • Initial reading ability, letter identification, phoneme manipulation, and sound linkage predicted progress.

    Conclusions:

    • The ELS programme is a cost-effective method for improving reading skills in 6-year-olds.
    • Both evaluated interventions successfully boosted children's literacy to an average level.
    • Phonemic awareness and sound-letter knowledge are key predictors of reading success.