What we have learned: implementing MiniLit as an intervention with young struggling readers

Meree Reynolds, Jennifer Buckingham, Alison Madelaine, Sarah Arakelian, Nicola Bell, Simmone Pogorzelski, Robyn Wheldall, Kevin Wheldall

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Abstract

Information about effective interventions for students with early reading difficulties is essential when deciding about how best to provide support. MiniLit, a small-group intervention for young struggling readers, was released in 2011 after several years of development and trials. This paper provides a rationale for MiniLit, a brief history of its development and implementation, and a summary of evidence collected from various efficacy studies. Pre- and post-test group data from program trials and experimental research indicate that MiniLit has produced large gains in students’ phonemic awareness, phonic decoding, word reading, and spelling. Experimental studies yielded lower effect sizes than program trials for phonic decoding and word reading skills, with effect sizes for these dimensions in the medium or large range. Program revisions in response to evidence from studies, feedback from practitioners, and findings from recent research about early reading have been undertaken, resulting in the development of MiniLit Sage.
Original languageEnglish
Pages (from-to)113-125
Number of pages13
JournalAustralian Journal of Learning Difficulties
Volume26
Issue number2
Early online date6 Nov 2021
DOIs
Publication statusPublished - Dec 2021

Bibliographical note

Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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