Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review

This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched and 152 papers selected for full-text review; 55 studies were included. Three st...

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Bibliographic Details
Published in:Australian journal of learning difficulties 2022-01, Vol.27 (1), p.65-113
Main Authors: Goldfeld, Sharon, Beatson, Ruth, Watts, Amy, Snow, Pamela, Gold, Lisa, Le, Ha ND, Edwards, Stuart, Connell, Judy, Stark, Hannah, Shingles, Beth, Barnett, Tony, Quach, Jon, Eadie, Patricia
Format: Article
Language:English
Subjects:
Beginning Reading
Early childhood education
Early Intervention
Early reading
Evidence Based Practice
Intervention
Oral Language
Phonics
Phonological Awareness
Preschool Children
Preschool education
Primary education
Reading disabilities
Reading Instruction
Reading Skills
Reading teaching
Response to Intervention
Systematic review
Systematic reviews
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Summary:This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched and 152 papers selected for full-text review; 55 studies were included. Three strength of evidence assessment tools identified a shortlist of six interventions with relatively strong evidence: (a) Early Reading Intervention; (b) Lonigan and Philips (2016) Unnamed needs-aligned intervention; (c) PHAB+WIST (PHAST)/PHAB+RAVE-O; (d) Read Well-Aligned intervention; (e) Ryder and colleagues' (2008) Unnamed Phonological Awareness and Phonics intervention; and (f) Story Friends. Investigation of intervention componentry found common characteristics included 3-5 students, 4-5 sessions per week, minimum 11-week duration, content covering a combination of skills, modelling and explicit instruction, and trained personnel. Shortlisted interventions provide a useful foundation to guide further interventions and inform educators and policymakers seeking to implement effective evidence-based interventions in the early years of schooling.
ISSN:1940-4158
1940-4166
DOI:10.1080/19404158.2021.2011754