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Preventing Reading Difficulties for Elementary-Aged At-Risk Students
A Longitudinal Research Investigation of Responsiveness to Early Reading Intervention
Английски език
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This study investigated the effectiveness of a§supplemental early reading intervention package on§the segmentation, blending and oral reading fluency§skills of 23 urban first-grade students, including§English Language Learners (ELLs), who continued to be§at reading risk after receiving intensive§phonological awareness training the previous year in§kindergarten (i.e., ERI-Treatment Group). Six§instructional assistants received a six-hour training§package to deliver the intervention to the§ERI-Treatment Group across three urban high poverty§schools. Pre- and posttest standardized measures§(WJ-III; CTOPP) and tri-weekly progress monitoring§data were collected to evaluate student progress.§Data were analyzed with regression models, contrasts,§and repeated measures mixed-effects modeling. The§findings highlight the importance of intensive§phonological awareness training and its potentially§lasting effects to reduce the reading risk of§extremely vulnerable students. They also underscore§the need to provide ongoing intensive support,§depending on students responsiveness to intervention.
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Английски език
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