Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26792
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dc.contributor.authorMcCartney, Elspethen_UK
dc.contributor.authorBoyle, Jamesen_UK
dc.contributor.authorEllis, Sueen_UK
dc.date.accessioned2018-02-23T01:32:04Z-
dc.date.available2018-02-23T01:32:04Z-
dc.date.issued2015-01en_UK
dc.identifier.urihttp://hdl.handle.net/1893/26792-
dc.description.abstractBackground: Some children in areas of social deprivation in Scotland have lower reading attainment than neighbouring children in less deprived areas, and some of these also have lower spoken language comprehension skills than expected by assessment norms. There is a need to develop effective reading comprehension interventions that fit easily into the school curriculum and can benefit all pupils. A feasibility study of reading comprehension strategies with existing evidence of efficacy was undertaken in three mainstream primary schools within an area of social deprivation in west central Scotland, to decide whether further investigation of this intervention was warranted. Aims: Aims were to measure comprehension of spoken language and reading via standardised assessments towards the beginning of the school year (T1) in mainstream primary school classrooms within an area of social deprivation; to have teachers introduce previously-validated text comprehension strategies, and to measure change in reading comprehension outcome measures towards the end of the year (T2). Methods & Procedures: A pre- and post-intervention cohort design was used. Reading comprehension strategies were introduced to staff in participating schools and used throughout the school year as part of on-going reading instruction. Spoken language comprehension was measured by TROG-2 at T1, and reading progress by score changes from T1 to T2 on the WIAT-IIUK-T reading comprehension scale. Outcomes & Results: Forty-seven pupils in five classes in three primary schools took part: 38% had TROG-2 scores below the 10th centile. As a group, children made good reading comprehension progress, with a medium effect size of 0.46. Children with TROG-2 scores below the 10th centile had lower mean reading scores than others at T1 and T2, although with considerable overlap. However, TROG-2 did not make a unique contribution to reading progress: children below the 10th centile made as much progress as other children. The intervention was welcomed by schools, and the measure of reading comprehension proved responsive to change. Conclusions: The outcomes suggest the reading intervention may be effective for children with and without spoken language comprehension difficulties, and warrants further investigation in larger, controlled, studies.en_UK
dc.language.isoenen_UK
dc.publisherWiley-Blackwellen_UK
dc.relationMcCartney E, Boyle J & Ellis S (2015) Developing a universal reading comprehension intervention for mainstream primary schools within areas of social deprivation for children with and without language-learning impairment: A feasibility study. International Journal of Language and Communication Disorders, 50 (1), pp. 129-135. https://doi.org/10.1111/1460-6984.12124en_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.subjecteducationen_UK
dc.subjectlanguage impairmenten_UK
dc.subjectreading comprehensionen_UK
dc.subjectreceptive languageen_UK
dc.subjectschool-age childrenen_UK
dc.titleDeveloping a universal reading comprehension intervention for mainstream primary schools within areas of social deprivation for children with and without language-learning impairment: A feasibility studyen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-03en_UK
dc.rights.embargoreason[McCartney_International_Journal_of_Language_and_Communication_Disorders_2015.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1111/1460-6984.12124en_UK
dc.identifier.pmid25181284en_UK
dc.citation.jtitleInternational Journal of Language and Communication Disordersen_UK
dc.citation.issn1460-6984en_UK
dc.citation.issn1368-2822en_UK
dc.citation.volume50en_UK
dc.citation.issue1en_UK
dc.citation.spage129en_UK
dc.citation.epage135en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailelspeth.mccartney@stir.ac.uken_UK
dc.citation.date02/09/2014en_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationUniversity of Strathclydeen_UK
dc.contributor.affiliationUniversity of Strathclydeen_UK
dc.identifier.isiWOS:000348846400010en_UK
dc.identifier.scopusid2-s2.0-84922987081en_UK
dc.identifier.wtid519217en_UK
dc.contributor.orcid0000-0002-6234-0348en_UK
dc.date.accepted2014-07-07en_UK
dcterms.dateAccepted2014-07-07en_UK
dc.date.filedepositdate2018-02-22en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorMcCartney, Elspeth|0000-0002-6234-0348en_UK
local.rioxx.authorBoyle, James|en_UK
local.rioxx.authorEllis, Sue|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2999-12-03en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameMcCartney_International_Journal_of_Language_and_Communication_Disorders_2015.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1368-2822en_UK
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