Source: Australian Council for Education Research (ACER)
Summary: This review has analysed the research evidence for the efficacy and effectiveness of a range of literacy and numeracy interventions in the early years of schooling, which is Kindergarten to Year 3. The term ‘literacy and numeracy interventions’ broadly referred to programs, strategies or initiatives currently implemented (or which could be implemented) by schools, education sectors and systems in order to improve student outcomes in literacy and numeracy. To supplement the analysis of evidence on specific interventions, the review has also examined the evidence for general principles in the design and delivery of effective literacy and numeracy interventions in the early years of schooling.
The review considered a wide range of academic literature (including peer -reviewed journal articles, conference reports, meta-analyses and research syntheses), program evaluations, and policy documents, as well as evidence provided by NSW education sectors on currently implemented interventions. Where the amount of research evidence related to a specific intervention was small, the review considered most or all available evidence. With other interventions, the research base was extensive and in these cases the review considered a selection of the most relevant evidence.