NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ805004
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-0256-8543
Effects of Targeted Intervention on Early Literacy Skills of At-Risk Students
Wang, Chuang; Algozzine, Bob
Journal of Research in Childhood Education, v22 n4 p425 Sum 2008
Reading problems are among the most prevalent concerns in schools; poor readers in elementary school who do not receive special assistance are particularly at risk for dismal academic careers. In a large-scale project, children with serious reading problems received targeted intervention to address critical early literacy skills. The assistance combined focused practice and frequent monitoring to provide instruction needed to improve reading skills. Participating students achieved significant gains in reading performance compared to a control group not receiving intervention. The outcomes of the study relate to continuing efforts to reduce the very large numbers of children failing to achieve early literacy skills in U.S. schools. (Contains 2 tables.)
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A