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ERIC Number: EJ1026817
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
The Role of RtI in a Kindergarten Enrichment Program
Hamm, Ellen M.; Harper, Kelly A.
Reading & Writing Quarterly, v30 n1 p32-50 2014
Researchers used a kindergarten screening to identify kindergarten students at risk for difficulties in reading (phonological awareness) and writing (fine motor and perceptual skills) prior to beginning the school year. Of the 102 incoming kindergarten students, 54 showed signs of reading or writing difficulties. These 54 children participated in a weekly enrichment program called "KidSkills." A collaborative team of educators developed the program with the intent to subscribe to the response-to-intervention approach. The "KidSkills" program used small-group intervention to address students' developmental differences in literacy skills and overall academic readiness. Researchers tracked students' progress using the Dynamic Indicators of Basic Early Literacy Skills, Scott Foresman Baseline Group Test, and Early Literacy Profile in the fall, winter, and spring of the school year. All students who received the intervention demonstrated gains in literacy and fine motor and perceptual skills, and by May the entire kindergarten population demonstrated the ability to read at or above grade level.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A