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ERIC Number: EJ1022226
Record Type: Journal
Publication Date: 2014-May
Pages: 13
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0271-1214
Effects of a Tier 3 Phonological Awareness Intervention on Preschoolers' Emergent Literacy
Noe, Sean; Spencer, Trina D.; Kruse, Lydia; Goldstein, Howard
Topics in Early Childhood Special Education, v34 n1 p27-39 May 2014
This multiple baseline design study examined the effects of a Tier 3 early literacy intervention on low-income preschool children's phonological awareness (PA). Seven preschool children who did not make progress on identifying first sounds in words during a previous Tier 2 intervention participated in a more intensive Tier 3 intervention. Children listened to stories and participated in early literacy activities led by an interventionist for approximately 15 min, 3 to 4 days per week for up to 8 weeks. Weekly progress monitoring data showed that five of seven children made progress on first sound identification as a result of the Tier 3 intervention. Children who made progress on first sound identification generally demonstrated gains on more distal measures of PA. Results demonstrate the potential benefit of providing children with multiple tiers of instruction to facilitate academic success.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A