Evidence for Learning in Australia has published an evaluation report of a randomised controlled trial of MiniLit, a small group, phonics-based programme for struggling Year 1 readers. The intervention is targeted at the bottom 25% of pupils struggling to read, and focuses on improving pupils’ literacy in five areas: phoneme awareness, phonics, fluency, vocabulary and comprehension.
The programme involved struggling readers from Year 1 classes in nine Australian primary schools located in New South Wales, and consisted of 80 one-hour lessons delivered four to five days per week over 20 weeks. The lessons were delivered in school outside of regular lessons by teachers to small groups of up to four pupils. A total of 237 pupils participated, of which 119 were allocated to the MiniLit intervention group and 118 to the control group. Pupils in the control group received the school’s usual learning support for struggling readers, which could include whole-class approaches and/or support programmes for struggling readers.
Overall, there was no evidence that MiniLit had any additional impact on pupils’ reading at 12 months, measured using the York Assessment of Reading Comprehension – Passage Reading (YARC-PR) tests compared to pupils receiving usual reading support (ES = -0.04). However, there were some positive effects for reading accuracy (ES = +0.13) and reading rate (ES = +0.06). There was also evidence of improvement in foundational reading skills at six months, particularly letter sound knowledge, which was also sustained at 12 months.
The researchers point out, however, that the findings were dependent on the quality of the MiniLit lessons which were provided to pupils. Schools were limited to 20 weeks’ duration, and in many cases, teachers reported that this length was not sufficient to complete the programme for all groups. They suggest that improving how MiniLit is implemented may lead to more positive outcomes; however, this requires further evaluation to determine.
Source: MiniLit: Learning impact fund: Evaluation report (2019). Independent report prepared by the Murdoch Children’s Research Institute and the University of Melbourne for Evidence for Learning