Effectiveness of an Occupational Therapy Reading Program for Low Socioeconomic First and Second Graders

Objective and Method

The study aimed to assess an occupational therapy reading program targeting foundational reading skills and participation in underserved urban first and second graders. Eleven students in the intervention group received a 10-week program incorporating self-generated learning strategies and sensorimotor experiences, while ten control group participants received traditional classroom reading instruction based on pencil and paper exercises.

Results on Foundational Reading Skills

Significant differences with large effect sizes were observed between the intervention and control groups post-intervention. The intervention group showed statistically higher scores on the Dynamic Indicators of Basic Early Literacy Skills (Z = -3.553, p < .000, d = 1.826) and Dolch Sight Word List scales (Z = -3.052, p < .002, d = 1.256). However, no significant differences were found on the Benchmark Assessment System and Test of Word Reading Efficiency.

Results on Reading Participation and Engagement

Questionnaire data indicated that participants in the intervention group demonstrated greater reading enjoyment, increased home reading participation, improved home literacy routines, and a greater sense of agency as readers compared to the control group participants.

Conclusion

The study provides preliminary evidence supporting the effectiveness of the occupational therapy reading program in improving foundational reading skills and reading participation within the studied sample of low socioeconomic first and second graders.