Closing the Gap Early: Implementing a Literacy Intervention for At-Risk Kindergartners in Urban Schools

Autor/inn/en	MacDonald, Colleen; Figueredo, Lauren
Titel	Closing the Gap Early: Implementing a Literacy Intervention for At-Risk Kindergartners in Urban Schools
Quelle	In: Reading Teacher, 63 (2010) 5, S.404-419 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.63.5.6
Schlagwörter	Urban Schools; Early Intervention; Oral Language; Program Effectiveness; Kindergarten; Emergent Literacy; At Risk Students; Literacy Education; Young Children; Poverty; Foreign Countries; Language Skills; Comparative Analysis; Phonemic Awareness; Alphabets; Reading Comprehension; Teaching Methods; Questionnaires; Parent Attitudes; Canada + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Frühe Kindheit; Armut; Ausland; Language skill; Sprachkompetenz; Buchstabenschrift; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Elternverhalten; Kanada
Abstract	A history of poverty and low academic achievement in four urban schools pointed to the need to implement an early intervention focused on oral language and emergent literacy. The Kindergarten Early Literacy Tutoring (KELT) Program was designed to target senior (5 year old) kindergarten students most at-risk. The intervention consisted of an extra half-day of instruction 5 days a week in addition to the Ministry-mandated half-day kindergarten program. The evaluation of the KELT program compared the achievement of students in the program to a comparison group on a battery of oral language and emergent literacy skills. Results showed that students in the KELT program out-performed the comparison group on most of the assessments, thereby closing the academic gap. Based on the evaluation of the program, the school district has expanded the program to serve four other schools. (Contains 6 tables and 3 figures.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10