A randomised control trial evaluation of a literacy after-school programme for struggling beginning readers

While there is evidence for effective in-school programmes for struggling beginning readers, the evidence in relation to after-school interventions focusing on academic outcomes is particularly weak. This study seeks to contribute to this body of evidence through a randomised trial (n = 464) of an after-school literacy programme (Doodle Den) for struggling beginning readers in a deprived area of Dublin, Ireland. The programme based on a balanced literacy framework, was delivered in group settings, and had a strong focus on staff development. Doodle Den was found to improve the childrenʹs overall literacy (d = +0.17), teacher assessments of their literacy ability (d = +0.28) and to positively impact on problem behaviours in regular school class (d = −0.18). The implications for the development of after-school programmes are discussed.