The effect of Tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms.
PURPOSE: This study assessed the effectiveness of a Tier 2 intervention that was designed to increase the phonemic awareness skills of low-income preschoolers who were enrolled in Early Reading First classrooms. METHOD: Thirty-four preschoolers participated in a multiple baseline across participants...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 40; no. 2; pp. 116 - 131 |
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| Autores principales: | , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Apr2009
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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=105500904&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105500904 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Apr2009 vid: 40 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 105500904 2010248621 10.1044/0161-1461(2008/07-0101) NLM18952818 105500904 ppf: 116 ppct: 15 formats: fmt: @attributes: type: P tig: atl: The effect of Tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms. aug: au: Koutsoftas AD Harmon MT Gray S affil: Arizona State University, P.O. Box 870102, Tempe, AZ 85287-0102. Anthony.koutsoftas@asu.edu . sug: subj: Language Processing In Infancy and Childhood Phonology In Infancy and Childhood Poverty Reading Education School Health Services Speech-Language Pathology Methods Arizona Child, Preschool Descriptive Statistics Early Intervention Education, Special Effect Size Evaluation Research Experimental Studies Female Funding Source Language Development Language Tests Male Outcome Assessment Pretest-Posttest Design Risk Factors Schools, Elementary Speech-Language Pathologists T-Tests Treatment Outcomes Human Child, Preschool: 2-5 years Female Male ab: PURPOSE: This study assessed the effectiveness of a Tier 2 intervention that was designed to increase the phonemic awareness skills of low-income preschoolers who were enrolled in Early Reading First classrooms. METHOD: Thirty-four preschoolers participated in a multiple baseline across participants treatment design. Tier 2 intervention for beginning sound awareness was provided twice weekly in small groups over 6 weeks by trained teachers and speech-language pathologists (SLPs). RESULTS: The intervention was successful for 71% of the children, as indicated by medium to large effect sizes. Comparisons between children who did and did not qualify for intervention suggest that Tier 2 intervention helped narrow the gap in beginning sound awareness that had begun to emerge before treatment. Although children receiving special education and those learning English as a second language were enrolled in the classrooms, they were not overrepresented in the group qualifying for Tier 2 intervention, and most who did qualify demonstrated a positive response to intervention. CONCLUSION: In a relatively short period of time, preschoolers' phonemic awareness skills were increased through small-group Tier 2 intervention provided by teachers and SLPs. Findings indicate the potential of Tier 2 interventions to positively impact the future reading skills of children who are at risk for later reading difficulties. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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