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Promoting Foundation Reading Skills With At-Risk Students
Ana Sucena1, Ana Filipa Silva1, Cátia Marques1
1Research and Intervention Reading Centre, Polytechnic Institute of Porto, Porto, Portugal.
Frontiers in Psychology
|July 22, 2021
Summary
The Promoting Reading Skills Program (PPCL) significantly improved foundational reading abilities in at-risk first graders. Students in the intervention group achieved satisfactory reading skills, outperforming the comparative group.
Area of Science:
- Education
- Developmental Psychology
- Literacy Studies
Background:
- Early reading difficulties impact academic success.
- Targeted interventions are crucial for at-risk students.
- Foundational reading skills include phonemic awareness, phonics, decoding, and spelling.
Purpose of the Study:
- To assess the impact of the Promoting Reading Skills Program (PPCL) on early reading abilities.
- To evaluate the effectiveness of PPCL for at-risk first graders.
- To compare the reading skills of students receiving PPCL versus a control group.
Main Methods:
- A quasi-experimental design with intervention and comparative groups (311 first graders total).
- Pre- and post-testing of reading foundation abilities.
- Mixed two-way ANOVA to analyze inter- and intra-group differences.
Main Results:
- The PPCL intervention group showed statistically significant improvements in all reading abilities compared to the comparative group.
- Intervention group students achieved satisfactory post-test scores, exceeding the cutoff.
- Comparative group students scored below the cutoff in all reading abilities.
Conclusions:
- The PPCL intervention effectively enhances foundational reading skills in at-risk first graders.
- PPCL demonstrates a significant positive effect, enabling students to reach satisfactory reading levels.
- Further research will explore long-term reading and writing skill development.
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