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ERIC Number: ED584349
Record Type: Non-Journal
Publication Date: 2016
Pages: 46
Abstractor: As Provided
Increasing Pre-Kindergarten Early Literacy Skills in Children with Developmental Disabilities and Delays
Pears, Katherine C.; Kim, Hyoun K.,; Fisher, Philip A.,; Yoerger, Karen
Grantee Submission
Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant positive effect on children's literacy skills from baseline to the end of summer before the start of kindergarten (d = 0.14). The intervention also had significant indirect effects on teacher ratings of children's literacy skills during the fall of their kindergarten year (ß = 0.09). Additionally, when scores were compared to standard benchmarks, a greater percentage of the children who received the intervention moved from being at risk for reading difficulties to having low risk. Overall, this study demonstrates that a school readiness intervention delivered prior to the start of kindergarten may help increase children's early literacy skills. [This paper was published in "Journal of School Psychology" v57 p15-27 2016.]
Publication Type: Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Clinical Evaluation of Language Fundamentals
IES Funded: Yes
Grant or Contract Numbers: R324A080026