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
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A