ERIC Number: ED451951
Record Type: RIE
Publication Date: 2000-May
Reference Count: N/A
The Impact of Kindergarten Intervention Project Accelerated Literacy on Emerging Literacy Concepts and Second Grade Reading Comprehension.
Hausner, Mary E. Interrante
This study investigated the relationship between success of an early intervention program Project Accelerated Literacy in the kindergarten year and success in second grade reading performance. The intervention was given only to students who demonstrated a literacy delay on kindergarten literacy assessments. Subjects were 283 kindergarten students enrolled in 6 at-risk schools in a large urban school district. The experimental group participated in the Project Accelerated Literacy program, an extended day intervention in addition to the half-day kindergarten session; the control group participated only in the kindergarten half-day. All students were tested at the beginning and conclusion of the 30-week intervention using subtests of the Observation Survey. A statistically significant difference between control and experimental groups was found prior to the intervention. After 30 weeks of intervention, the difference between the two groups was no longer statistically significant except in Writing Vocabulary. The experimental group scored higher than the control group in Writing Vocabulary after the intervention. Two years later, the students were tested for reading comprehension and cognitive ability using the Iowa Test of Basic Skills and the Cognitive Ability Test. The control group scored significantly higher than the experimental group; the difference decreased when scores were adjusted for cognitive ability. Findings suggest that a kindergarten literacy intervention can significantly increase the literacy scores of low performing students, and that at-risk students need more than one literacy intervention to retain the gains made in their kindergarten year. (HTH)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Part of a Doctoral Dissertation, Loyola University, Illinois.