TY - JOUR
T1 - Reducing reading failure for kindergarten urban students
T2 - A study of early literacy instruction,treatment quality, and treatment duration
AU - Yurick, Amanda
AU - Cartledge, Gwendolyn
AU - Kourea, Lefki
AU - Keyes, Starr
N1 - Funding Information:
This research was supported by grants from the Office of Special Education Programs, U.S. Department of Education (H324T010057-02) and the P–12 Project Scholars Award, The Ohio State University.
PY - 2012/3
Y1 - 2012/3
N2 - Six instructional assistants taught the Early Reading Intervention (ERI) curriculum to 38 at-risk kindergarten students, and 32 nonrisk students served as comparisons. Student risk was determined based on performance on the Dynamic Indicators of Basic Early Literacy Skills subtests of Nonsense Word Fluency, Letter Naming Fluency, and Phoneme Segmentation Fluency (PSF). The Word Attack (WA) and Letter-Word Identification (LWID) subtests of the Woodcock-Johnson III Tests of Achievement were used to confirm risk status and also as pre- and posttest measures. Treatment students received between 6.85 and 13.70 hr of instruction, with varying degrees of treatment quality. Multiple linear regression was used to analyze the amount of variance in gain scores that could be explained by participation in ERI, treatment quality, and treatment duration. Results showed WA and LWID gains with large effect sizes for treatment students. Findings for treatment quality and duration were mixed, without clear indications of their effects on gain scores.
AB - Six instructional assistants taught the Early Reading Intervention (ERI) curriculum to 38 at-risk kindergarten students, and 32 nonrisk students served as comparisons. Student risk was determined based on performance on the Dynamic Indicators of Basic Early Literacy Skills subtests of Nonsense Word Fluency, Letter Naming Fluency, and Phoneme Segmentation Fluency (PSF). The Word Attack (WA) and Letter-Word Identification (LWID) subtests of the Woodcock-Johnson III Tests of Achievement were used to confirm risk status and also as pre- and posttest measures. Treatment students received between 6.85 and 13.70 hr of instruction, with varying degrees of treatment quality. Multiple linear regression was used to analyze the amount of variance in gain scores that could be explained by participation in ERI, treatment quality, and treatment duration. Results showed WA and LWID gains with large effect sizes for treatment students. Findings for treatment quality and duration were mixed, without clear indications of their effects on gain scores.
KW - early intervention reading instruction
KW - literacy
KW - phonological assessment
KW - prereferral intervention
KW - reading decoding
KW - response to intervention
UR - http://www.scopus.com/inward/record.url?scp=84858191567&partnerID=8YFLogxK
U2 - 10.1177/0741932510365359
DO - 10.1177/0741932510365359
M3 - Article
AN - SCOPUS:84858191567
SN - 0741-9325
VL - 33
SP - 89
EP - 102
JO - Remedial and Special Education
JF - Remedial and Special Education
IS - 2
ER -