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| Hlavní autor: | |
|---|---|
| Médium: | Recurso digital |
| Jazyk: | angličtina |
| Vydáno: |
Zenodo
2025
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| Témata: | |
| On-line přístup: | https://doi.org/10.5281/zenodo.17594080 |
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- <p><span>Early screening and teacher‑delivered interventions offer a pragmatic approach to<br>addressing learning and socio‑emotional difficulties in low‑resource settings. This study<br>evaluated a brief screening tool coupled with a low‑intensity classroom intervention<br>delivered by teachers in Egyptian primary schools. A stepped‑wedge cluster‑randomized<br>trial was conducted across twelve schools, each crossing from control to intervention in<br>four sequential steps. Teachers received a one‑day training, administered a ten‑item<br>screening checklist and implemented daily academic scaffolds, behavioural support and<br>socio‑emotional micro‑lessons for eight weeks. Mixed‑effects models with random<br>intercepts for school and school‑period were used to estimate intervention effects on<br>reading performance (primary outcome), mathematics scores and socio‑emotional<br>difficulties. Simulated data from 1,200 observations (240 pupils measured at five periods)<br>suggested a mean improvement of 2.8 points in reading scores attributable to the<br>intervention (95% CI: 0.7–4.9; </span><span>p </span><span>= .009) after adjusting for time trends. Mathematics scores<br>increased by approximately 5.5 points and socio‑emotional difficulty scores decreased by<br>1.2 points. Fidelity monitoring indicated that teachers delivered the planned practices on<br>80% of school days and engaged in weekly coaching. The findings support the feasibility of<br>integrating brief screening and low‑intensity interventions into routine teaching and<br>highlight the potential for scale‑up. Further trials with real data are necessary to confirm<br>these effects and examine long‑term outcomes.</span> </p>