Effects of a Supplemental Early Reading Intervention with At-Risk Urban Learners

Autor/inn/en	Musti-Rao, Shobana; Cartledge, Gwendolyn
Titel	Effects of a Supplemental Early Reading Intervention with At-Risk Urban Learners
Quelle	In: Topics in Early Childhood Special Education, 27 (2007) 2, S.70-85 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
Schlagwörter	Reading Difficulties; Intervention; Early Reading; Phonemics; Reading Failure; Phonemic Awareness; Kindergarten; Literacy; Reading Instruction; Urban Schools; High Risk Students; Grade 1; Phonemes; Teaching Methods; Instructional Effectiveness; Paraprofessional Personnel + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Frühlesen; Fonemsystem; Reading disability; Reading weakness; Leseschwäche; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Problemschüler; School year 01; 1. Schuljahr; Schuljahr 01; Fonem; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Laienhelfer
Abstract	This study investigated the effects of a supplemental early reading intervention program on the phonemic awareness and alphabetic principle skills of students identified as at risk for reading failure. Seven kindergarten students and one first-grade student received 20 min of supplemental reading instruction 3 days a week for 16, 12, and 8 weeks. The researcher and a paraprofessional implemented the intervention in a co-teaching format. A multiple-baseline-across-subjects design was used to analyze the effects of the instruction on Phoneme-Segmentation Fluency (PSF; Good & Kaminski, 2002) and Nonsense Word Fluency (NWF; Good & Kaminski, 2002) skills of target students. The results indicated that students made moderate to substantial increases in PSF and NWF as a result of the intervention. Supplemental reading intervention with systematic and explicit instruction in phonemic awareness and the alphabetic principle may be used to improve important literacy skills in kindergarten students identified as at risk for reading failure. The results also indicate that paraprofessionals can be taught to provide effective early reading intervention. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10