A Randomised Control Trial Evaluation of a Literacy After-School Programme for Struggling Beginning Readers

Andy Biggart; Karen Kerr; Liam O'Hare; Paul Connolly

doi:10.1016/j.ijer.2013.07.005

A Randomised Control Trial Evaluation of a Literacy After-School Programme for Struggling Beginning Readers

Andy Biggart, Karen Kerr, Liam O'Hare, Paul Connolly

Education

Research output: Contribution to journal › Article › peer-review

6 Citations (Scopus)

271 Downloads (Pure)

Abstract

While there is evidence for effective in-school programmes
for struggling beginning readers, the evidence in relation to after-schools
interventions focusing on academic outcomes is particularly weak. This study
seeks to contribute to this body of evidence through a randomized trial (n=464)
of an after-school literacy programme (DoodleDen) 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.

Original language	English
Pages (from-to)	129-140
Number of pages	12
Journal	International Journal of Educational Research
Volume	62
Early online date	28 Aug 2013
DOIs	https://doi.org/10.1016/j.ijer.2013.07.005
Publication status	Published - 2013

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abstract = "While there is evidence for effective in-school programmes for struggling beginning readers, the evidence in relation to after-schools interventions focusing on academic outcomes is particularly weak. This study seeks to contribute to this body of evidence through a randomized trial (n=464) of an after-school literacy programme (DoodleDen) 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{\textquoteright}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. ",

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AU - O'Hare, Liam

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AB - While there is evidence for effective in-school programmes for struggling beginning readers, the evidence in relation to after-schools interventions focusing on academic outcomes is particularly weak. This study seeks to contribute to this body of evidence through a randomized trial (n=464) of an after-school literacy programme (DoodleDen) 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.

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