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ERIC Number: ED394129
Record Type: Non-Journal
Publication Date: 1996-Apr-10
Pages: 19
Abstractor: N/A
Reference Count: N/A
The Effect of Kindergarten Phonological Intervention on the First Grade Reading and Writing of Children with Mild Disabilities.
O'Connor, Rollanda E.; And Others
A study tested the long-term (end of Grade 1) effects of phonological skills treatment in kindergarten for children across a range of abilities. In Grade 1, 80 children from treatment and control classes participated in the study, along with 16 children in self-contained special education classes. In an earlier study with these same children, 6 kindergarten teachers in regular and special education classes were taught to conduct activities designed to stimulate their students' phonological manipulation skills such as blending and segmenting. Compared to controls, children with and without disabilities ended the year with significant treatment effects that transferred to measures of reading and writing. In the present study, for children without disabilities the early effects were no longer evident. Children from treated and control kindergartens gained in phonological, reading, and writing skills during Grade 1. For children with disabilities, the treatment continued to show significant effects on standardized measures of reading and writing, and on oral reading fluency and spelling. These long-term effects were found regardless of the setting (general or special education) in which children received kindergarten instruction. (Contains 3 tables of data and 38 references.) (Author/NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
IES Cited: ED540394