Literacy matters! An hour that brings the power to reading related skills
Authors
Kearney, Eimear
Issue Date
2014
Degree
Higher Diploma in Arts in Psychology
Publisher
Dublin Business School
Rights holder
Rights
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Abstract
Objective; The aim of this study was to evaluate the efficacy of the ‘Power Hour’ literacy intervention on children’s’ literacy and social-cognitive skills, in comparison with the natural progression of those who receive whole-class teaching. Method; A brief experimental analysis using a quantitative between-participant design was employed to examine the effects of the intervention conditions across a 10-week period. Fifty third class children, aged 8-9 years, from two Irish primary schools completed measures to assess their level of motivation, self-esteem and attitudes towards reading. Standardised assessments were utilised to compare the children’s’ level of vocabulary, comprehension and spelling. Results; Post-intervention literacy mean values were higher for the experimental group but not significantly so. In relation to the social-cognitive skills, a strong significant difference was found. The strongly significant levels of motivation, self-esteem and attitudes towards reading detected following the ‘Power Hour’ intervention shows promise for the future acquisition of higher order literacy skills. Conclusion; Therefore, a longitudinal study is required in order to analyse the lasting effects of this intervention further.