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Researching the efficacy of a reading intervention: An object lesson

Published online by Cambridge University Press:  28 July 2020

Kevin Wheldall,
Robyn Wheldall,
Nicola BellOpen the ORCID record for Nicola Bell[Opens in a new window] and
Jennifer Buckingham
Kevin Wheldall*
Affiliation:
MultiLit Research Unit, MultiLit Pty Ltd, Sydney, New South Wales, AustraliaDepartment of Educational Studies, Macquarie University, Sydney, New South Wales, Australia
Robyn Wheldall
Affiliation:
MultiLit Research Unit, MultiLit Pty Ltd, Sydney, New South Wales, AustraliaDepartment of Educational Studies, Macquarie University, Sydney, New South Wales, Australia
Nicola Bell
Affiliation:
MultiLit Research Unit, MultiLit Pty Ltd, Sydney, New South Wales, Australia
Jennifer Buckingham
Affiliation:
MultiLit Research Unit, MultiLit Pty Ltd, Sydney, New South Wales, Australia
*
Author for correspondence: Kevin Wheldall, Email: kevin.wheldall@pecas.com.au
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Abstract

Conducting classroom-based educational research trials is important for establishing the efficacy and effectiveness of specific instructional interventions. Such endeavours, however, are challenging to implement. This was made evident during a recent independent evaluation of the efficacy of the MiniLit program, wherein various difficulties emerged relating to the dosage and fidelity of instruction, and the measures and analyses employed by the research team. As such, this served as an object lesson in what can, and frequently does, go wrong in even the best planned intervention research enterprises conducted in schools. The present article is intended to capture the authors’ experiences in implementing research trials in school contexts, with specific examples drawn from the independent evaluation of MiniLit. In particular, this study has reinforced the need to select assessment measures carefully, according to how well they represent targeted skills in the specific population of interest. In addition, it has highlighted the importance of planning program efficacy trials such that participants can receive enough exposure of the intervention to progress to a realistic extent.

Keywords

literacyreadingprimary schoolMiniLitintervention

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Type
Articles
Information
The Educational and Developmental Psychologist , Volume 37 , Issue 2 , December 2020, pp. 147 - 151
Copyright
© Australian Psychological Society Ltd, 2020

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