Follow-Up Study of the Effects of a Supplemental Early Reading Intervention on the Reading/Disability Risk of Urban Primary Learners

Autor/inn/en	Cartledge, Gwendolyn; Yurick, Amanda; Singh, Angella Harjani; Keyes, Starr E.; Kourea, Lefki
Titel	Follow-Up Study of the Effects of a Supplemental Early Reading Intervention on the Reading/Disability Risk of Urban Primary Learners
Quelle	In: Exceptionality, 19 (2011) 3, S.140-159 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Early Intervention; Early Reading; Phonemic Awareness; Followup Studies; Emergent Literacy; Reading Skills; Reading Programs; At Risk Students; Disabilities; Elementary School Students; Urban Schools; Reading Difficulties; Grade 2; Kindergarten; Grade 1; Grade 3; Grade 4; Low Income Groups; Student Diversity; Program Effectiveness; Longitudinal Studies; Word Recognition; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Frühlesen; Follow-up studies; Kontaktstudium; Frühleseunterricht; Reading skill; Lesefertigkeit; Handicap; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Reading difficulty; Leseschwierigkeit; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Worterkennung
Abstract	Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants were kindergarten through second grade low socioeconomic, racially diverse learners from three urban elementary schools. Assessments consisted of standardized annual pre- and posttests and Dynamic Indicators of Basic Early Literacy Skills regular measures. The findings showed beneficial effects of the early literacy interventions with strong responders attaining and maintaining benchmark status and with poorer responders needing more intensive instruction to show continuous growth. On the other hand, initially low-risk (non-treatment) urban learners failed to maintain their early advantage over their higher risk peers, suggesting the need for more extensive monitoring and interventions within urban settings. The implications of these findings as well as directions for future research are discussed. (Contains 2 tables and 5 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10