An Evaluation of MULTILIT
‘Making Up Lost Time In Literacy’
Executive Summary
Kevin Wheldall and Robyn Beaman
Macquarie University Special Education Centre
Macquarie University
Key outcomes in the reading:
- Instruction should incorporate intensive and systematic teaching in three main areas - phonic word attack skills, sight words recognition and regular supported text reading
- Low-progress readers in Years 3 to 6 attending a single primary school made mean gains of about 20 months in both reading accuracy and reading comprehension, over two terms when experiencing an attenuated MULTILIT program for under two hours per day.
- A high proportion of low-progress readers may be experiencing childhood depression.
No comments:
Post a Comment