An Investigation of the Effects of a Prereading Intervention on the Early Literacy Skills of Children at Risk of Emotional Disturbance and Reading Problems

Autor/inn/en	Nelson, J. Ron; Benner, Gregory J.; Gonzales, Jorge
Titel	An Investigation of the Effects of a Prereading Intervention on the Early Literacy Skills of Children at Risk of Emotional Disturbance and Reading Problems
Quelle	In: Journal of Emotional and Behavioral Disorders, 13 (2005) 1, S.3-12 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
Schlagwörter	Phonological Awareness; Intervention; Experimental Groups; Reading Skills; Prereading Experience; Emergent Literacy; Emotional Disturbances; Effect Size; Reading Difficulties; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Frühleseunterricht; Gefühlsstörung; Reading difficulty; Leseschwierigkeit
Abstract	The purpose of this study was to investigate the effects of a cohesive and intensive preventive prereading intervention on the phonological awareness, word reading, and rapid naming skills of children at risk of emotional disturbance and reading problems. Thirty-six children were assigned randomly to an experimental or comparison condition. Children in the experimental condition received "Stepping Stones to Literacy". "Stepping Stones" includes 25 lessons designed to teach children pivotal prereading skills (e. g., phonological awareness, letter identification). Children in the experimental condition showed statistically significant improvements in their phonological awareness, word reading, and rapid naming skills relative to children in the comparison condition. Effect size estimates indicate that the improvements were moderate to large across all of the phonological awareness, word reading, and rapid naming measures. Treatment nonresponder analyses indicated that a relatively small number of children in the experimental group failed to show satisfactory gains in their phonological awareness (n = 3), word reading (n = 1), and rapid naming (n = 3) skills. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10