Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention With Preschoolers With Early Literacy Deficits.
Purpose: The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. Method: A multiple-baseline design across participants was used...
| Publicado en: | American Journal of Speech-Language Pathology Vol. 24; no. 2; pp. 189 - 206 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
May2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103805347&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103805347 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10580360 5E7 jtl: American Journal of Speech-Language Pathology issn: 10580360 maglogo: N pubinfo: dt: May2015 vid: 24 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 103805347 102860520 10.1044/2015_AJSLP-14-0035 NLM25835770 103805347 ppf: 189 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention With Preschoolers With Early Literacy Deficits. aug: au: Kruse, Lydia G. Spencer, Trina D. Olszewski, Arnold Goldstein, Howard affil: The Ohio State University, Columbus sug: subj: Literacy In Infancy and Childhood Language Processing In Infancy and Childhood Reading In Infancy and Childhood Human Descriptive Statistics Child, Preschool Midwestern United States Language Tests Male Female Pretest-Posttest Design Summated Rating Scaling Validity Interviews Teachers Consumer Satisfaction Funding Source Data Analysis Software Child, Preschool: 2-5 years Male Female ab: Purpose: The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. Method: A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study. Results: The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge. Conclusions: Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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