Professor Robert Savage Presents - 'Promising recent approaches to early reading intervention'.
Saturday 14th March 2020
10.00am for 10.30am - 12.00pm
Professor Robert Savage will present data on the effects of three theory-driven interventions in grades 1, 2, and 3 in Canada (equivalent to year 1-3). In each case we evaluated experimenter-delivered, small group word reading programs among at-risk poor readers of regular schools versus controls. Study 1 explored Direct Mapping and Set-for-Variability (DMSfV) which emphasizes the use of flexible phonics; Study 2 evaluated the impact of teaching complex grapheme–phoneme correspondences derived from a ‘Simplicity Principle’; Study 3 contrasted Structured Word Inquiry, an approach that connects orthographic morphology to phonology and word knowledge in the teaching of literacy in Grade 3 poor readers. In each case, the interventions produced measurable value added over matched controls.