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One-Year Follow-Up of Two Intensive Supplemental Reading and Mathematics Programs in Swedish Elementary School

Year: 2025

Type: article

Abstract: This study presents the one-year follow-up in grade 3 of two randomized controlled interventions, addressing phonics and numeracy targeting children at-risk for early reading or mathematics difficulties. The participants (n = 130) had been part of two intervention studies including 21 Swedish elementary schools. Results show that the post-test advantage of the intervention groups had faded for most outcome measures. A significant difference between groups sustained only for conceptual knowledge in the mathematics intervention group and for the speeded reading test in the reading intervention group. These results raise questions about the integration of rigorous interventions into mainstream education. Furthermore, the study pinpoints the importance of longitudinal intervention research and conditions to make special education interventions sustainable.

Source: Education Sciences

DOI: 10.3390/educsci15121678

Authors: Hanna Lindström-Sandahl, Henrik Danielsson, Åsa Elwér, Joakim Samuelsson, Stefan Samuelsson

Institution: Linköping University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172