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ERIC Number: EJ1260922
Record Type: Journal
Publication Date: 2020-Sep
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1053-8151
Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading
Piasta, Shayne B.; Sawyer, Brook; Justice, Laura M.; O'Connell, Ann A.; Jiang, Hui; Dogucu, Mine; Khan, Kiren S.
Journal of Early Intervention, v42 n3 p224-243 Sep 2020
Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers' provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children's language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A130066
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations