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

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

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6 Citations (Scopus)

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 languageEnglish
Pages (from-to)129-140
Number of pages12
JournalInternational Journal of Educational Research
Volume62
DOIs
Publication statusPublished - 28 Aug 2013

Keywords

  • Literacy
  • After-school
  • Randomised
  • Balanced
  • Behaviour

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