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ERIC Number: ED453524
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 37
Abstractor: N/A
Reference Count: N/A
Early Interventions: Keys to Successful Readers.
Jeffreys, JoAnn; Spang, Joan
This action research outlines an early reading intervention project for improving students' reading skills and promoting the implementation of early reading intervention programs. The targeted population includes first and second grade students in one school located in the suburbs of a major city in Illinois. The problem of early reading intervention is documented by data collection using surveys, questionnaires, and a standardized reading assessment. Upon analysis of the probable cause data, it is apparent that early intervention programs are not always an integral part of reading curriculums. In addition, the probable cause of the concern is also attributed to lack of sufficient funding and qualified teaching personnel, the need to screen children earlier to detect possible problems, less parental involvement, and lack of appropriate programs. Professional literature will assist in the documentation of the existing problem. A study of solutions proposed by various authorities led to the following interventions: the children in the targeted group will be screened to determine their reading level, a peer-tutoring program will be designed and implemented and informational material will be sent to parents to increase parental involvement. Post intervention data indicated a need to develop a strong early intervention program and early screening of all children to identify at-risk children. Programs were designed to heighten a child's interest in reading, and strategies were developed to educate parents on the importance of early literacy development. (Contains 18 references and 8 tables of data. Appendixes contain a parent information letter, questionnaire, a reading checklist, and parent letter.) (Author/RS)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois