Lukutaitoon kohdentuvien interventioiden tulosten pysyvyys pitkällä aikavälillä

Kirjallisuuskatsaus

Abstract

The literature review investigated the long-term sustainability of the effects of literacy interventions. Out of 2098 search results, seven school-based interventions (individual, small group, or class level, using traditional methods or computer exercises) were examined. Training in letter knowledge, letter-sound correspondence, decoding, narration, and listening skills produced positive effects at the end of the interventions. Typically, it was difficult to distinguish the achieved effect in follow-up. The effect sizes of three interventions remained moderate or significant: 1) The significant effect achieved through phonological processing training in an Arabic-language intervention persisted, generalizing to reading comprehension through the recognition of morphological features in a 3-month follow-up, 2) The computer-assisted Dutch-language Bouw! method (intervention for reading readiness, decoding skills, and reading fluency) achieved a moderate effect lasting over a 4-year follow-up period, and 3) Supporting phonology, orthography, decoding, word recognition, and text reading resulted in a significant effect on word discrimination skills over a follow-up period of more than 10 years. Other interventions suggest that training in listening comprehension, narration, and morphological skills has a transfer effect on reading comprehension. After the early years of primary education, rehabilitation should include elements that support reading comprehension to ensure effectiveness.