ERIC Number: EJ1051583
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: 45
The Effects of the Interactive Strategies Approach on At-Risk Kindergartners' Spelling
Lee, Sun Hwa; Scanlon, Donna M.
Reading and Writing: An Interdisciplinary Journal, v28 n3 p313-346 Mar 2015
This study focused on examining the effects of early literacy intervention on the emergence and development of at-risk kindergartners' spelling. Spelling data were selected from Scanlon et al.'s (2005) study which demonstrated the efficacy of reading intervention in reducing the incidence of at-risk children who show reading difficulties in first grade. In that study kindergartners who entered school with low scores on the letter identification were identified as being at-risk for reading difficulties and randomly assigned to either the intervention or the comparison group. Spelling was assessed on a five-word developmental spelling test and analyzed using a fine-grained scoring system to take account of pre-alphabetic characteristics and phonetic and orthographic features. Results indicated that the group receiving an 8-month period of Scanlon et al.'s Interactive Strategies Approach intervention outperformed the comparison group in the quantity and quality of their spelling.
Descriptors: Emergent Literacy, Literacy Education, At Risk Students, Kindergarten, Spelling, Intervention, Reading Difficulties, Comparative Analysis, Control Groups, Experimental Groups, Scoring, Phonetics, Orthographic Symbols, Program Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A