Learning support assistants and effective reading interventions for 'at-risk' children

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How were the children selected to take part in the study?

The researchers invited all the primary schools in one LEA to take part in the study, and selected the first nine to respond. They then arranged for the LSAs to test all 498 Year 1 pupils in the schools for:

phonological awareness. This was based on a test of the children’s ability to recognise and generate words that rhyme. For example, the LSA showed the children a single picture of a dog followed by a set of four pictures of a cat, a log, a ball, and a cup. The children first named all of the pictures, and then had to find the picture that rhymed with ‘dog’;
word reading and spelling. The LSA asked the children to read six words (‘at’, ‘had’, ‘let’, ‘dig’, ‘cut’, ‘top’), and to write six words (‘sat’, ‘hop’, ‘but’, ‘red’, ‘win’, ‘leg’) spoken one at a time by the experimenter;
non-word reading. This involved children reading out loud six nonsense words (such as ‘rit’, ‘jid’), which were presented next to cartoon monsters and the children believed to be their names; and
sound knowledge. The LSA showed children cards with 26 individual letters on them. Half of the letters were shown in each testing session. The LSAs asked the children to say out loud the sound that went with the letter.

The researchers selected the poorest reading 108 children and divided them into four groups for the main study.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Does Learning Support Assistant training improve literacy? Were there any differences in the effectiveness between phoneme-based, rhyme-based, and mixed programmes? What were the aims of the study? How were the children selected to take part in the study? How did the authors set up lessons to identify the best literacy strategy? What are the implications? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Learning support assistants and effective reading interventions for 'at-risk' children This digest found in Teaching Assistants English Send to a friend Word doc 90KB Printer friendly Collate for later How were the children selected to take part in the study? The researchers invited all the primary schools in one LEA to take part in the study, and selected the first nine to respond. They then arranged for the LSAs to test all 498 Year 1 pupils in the schools for: phonological awareness. This was based on a test of the children’s ability to recognise and generate words that rhyme. For example, the LSA showed the children a single picture of a dog followed by a set of four pictures of a cat, a log, a ball, and a cup. The children first named all of the pictures, and then had to find the picture that rhymed with ‘dog’; word reading and spelling. The LSA asked the children to read six words (‘at’, ‘had’, ‘let’, ‘dig’, ‘cut’, ‘top’), and to write six words (‘sat’, ‘hop’, ‘but’, ‘red’, ‘win’, ‘leg’) spoken one at a time by the experimenter; non-word reading. This involved children reading out loud six nonsense words (such as ‘rit’, ‘jid’), which were presented next to cartoon monsters and the children believed to be their names; and sound knowledge. The LSA showed children cards with 26 individual letters on them. Half of the letters were shown in each testing session. The LSAs asked the children to say out loud the sound that went with the letter. The researchers selected the poorest reading 108 children and divided them into four groups for the main study.