Presented by: Peng
Matthew effects in reading development suggest that reading skills mutually reinforce each other as they develop. Consequently, the prevailing wisdom in early reading instruction today embraces the principle of “the more, the better”. However, intervention time is often limited and children with learning difficulties often have a limited working memory capacity. Consequently, multi-component interventions might impose substantial cognitive loads, potentially impeding effective learning for children with learning difficulties. In this session, Dr. Peng will present a series of studies examining the effectiveness of multi-component reading interventions designed to explore whether there exists an optimal combination of reading skills to be employed in these interventions, achieving both effectiveness and efficiency. The findings hold the potential to yield valuable insights for educational practice, guiding decisions about which specific skills should be assessed and taught within the constraints of limited educational resources.