MiniLit Learning Impact Fund evaluation report

Image: MiniLit Learning Impact Fund evaluation report
Information
Authors Jon Quach, Sharon Goldfeld, Janet Clinton, Tanya Serry, Libby Smith and Anneke Grobler
Evaluator company Murdoch Children’s Research Institute and the University of Melbourne for Evidence for Learning
Year 2019
Classification Other evidence
Study type Randomised controlled trial
Evaluation type Both process and outcome

Summary

This report examined the efficacy of the MiniLit intervention in improving reading skills among Year 1 students who were struggling to learn to read. MiniLit is a prescriptive, synthetic phonics intervention program led by tutors that focus on improving children's word reading. A total of 237 students from nine schools participated with 119 students randomly allocated to the MiniLit group and 118 students to the control group.This study found no statistical evidence that the MiniLit intervention resulted in increased improvement in the primary outcomes of reading accuracy, rate or comprehension over that of a control group receiving usual learning support after 12 months. However, it did find evidence of improved secondary outcomes for skills that underpin reading. The evaluation also identified costs associated with delivering MiniLit and implementation factors influencing program outcomes.

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