Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

Autor/inn/en	Kaminski, Ruth A.; Powell-Smith, Kelly A.
Titel	Early Literacy Intervention for Preschoolers Who Need Tier 3 Support
Quelle	In: Topics in Early Childhood Special Education, 36 (2017) 4, S.205-217 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121416642454
Schlagwörter	Emergent Literacy; Early Intervention; Preschool Children; Phonemic Awareness; At Risk Students; Reading Difficulties; Achievement Gains; Instructional Effectiveness; Response to Intervention; Elementary School Students; Reading Tests; Reading Fluency; Check Lists; Learner Engagement; Effect Size; Fidelity; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading difficulty; Leseschwierigkeit; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Lesetest; Checkliste
Abstract	Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children's learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01