Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach

ABSTRACT

Two groups were formed in a randomized, controlled trial: an Experimental group (n = 346), which benefited from specific interventions by trained teachers for a period of two years, and a Control group (n = 1354) with business as usual. For Experimental group in Kindergarten, the interventions were conducted in small groups and focused on code-related and language skills (mainly in comprehension), whereas in Grade 1, only code-related skills were addressed and the children received an amount of exposure that was a function of their performance level. Globally, Experimental group significantly outperformed Control group in code-related scores (Code) as well as on two reading scores (fluency and comprehension) at the end of Grade 1. Results were subdivided into quintiles for analysis as a function of initial performance. The main results showed that in Code Experimental group in the lowest quintiles obtained better performance at the end of Grade 1.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. In France, children aged 3 to 5 are enrolled at the Ecole Maternelle, from Petite Section, then Moyenne Section (so-called Preschool) and on to Grande Section (Kindergarten); then, aged 6, they enter Grade 1 in Primary School.

2. This protocol was constructed by one of the co-authors.