Paired reading for foster children: results from a Swedish replication of an English literacy intervention
2014 (English)In: Adoption & Fostering: The Quarterly Journal of British Agencies for Adoption & Fostering, ISSN 0308-5759, E-ISSN 1740-469X, Vol. 38, no 4, 361-373 p.Article in journal (Refereed) Published
A UK literacy intervention – Paired Reading – was replicated in seven Swedish local authorities, with 81 foster children aged 8–12 participating in a 16-week trial. Ability was measured pre/post intervention with age-standardised literacy tests and a short version of the WISC-IV. Results confirm and expand findings from the UK, namely that: almost all foster carers and children completed the programme (attrition 2.4%), average improvement in reading age was 11 months, basically the same as in the UK; younger children (aged 8–9) improved significantly on all four administered standardised reading tests, and on the WISC-IV Vocabulary subtest. Older children (aged 10–12) improved significantly on three of five literacy tests and on the WISC-IV Vocabulary subtest. On the short version of WISC-IV, vocabulary improvements over time reduced the proportion of children who could be classified as having ‘weak cognitive skills’ (IQ <85) from 54% to 36%. This finding is in line with results from other studies, indicating that scores from cognitive tests of pre-teen children in out-of-home care should not be regarded as fixed and can be improved by effective interventions.
Place, publisher, year, edition, pages
2014. Vol. 38, no 4, 361-373 p.
paired reading, literacy, foster children, Sweden, UK
Research subject Social Work
IdentifiersURN: urn:nbn:se:su:diva-110006DOI: 10.1177/0308575914553543OAI: oai:DiVA.org:su-110006DiVA: diva2:767998