Abstract:
PURPOSE:The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. METHOD:A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study. RESULTS:The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge. CONCLUSIONS:Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum.
journal_name
Am J Speech Lang Patholjournal_title
American journal of speech-language pathologyauthors
Kruse LG,Spencer TD,Olszewski A,Goldstein Hdoi
10.1044/2015_AJSLP-14-0035subject
Has Abstractpub_date
2015-05-01 00:00:00pages
189-205issue
2eissn
1058-0360issn
1558-9110pii
2239022journal_volume
24pub_type
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journal_title:American journal of speech-language pathology
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abstract::[Figure: see text]. ...
journal_title:American journal of speech-language pathology
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journal_title:American journal of speech-language pathology
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journal_title:American journal of speech-language pathology
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