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ERIC Number: EJ933262
Record Type: Journal
Publication Date: 2011
Pages: 20
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0936-2835
Follow-Up Study of the Effects of a Supplemental Early Reading Intervention on the Reading/Disability Risk of Urban Primary Learners
Cartledge, Gwendolyn; Yurick, Amanda; Singh, Angella Harjani; Keyes, Starr E.; Kourea, Lefki
Exceptionality, v19 n3 p140-159 2011
Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants were kindergarten through second grade low socioeconomic, racially diverse learners from three urban elementary schools. Assessments consisted of standardized annual pre- and posttests and Dynamic Indicators of Basic Early Literacy Skills regular measures. The findings showed beneficial effects of the early literacy interventions with strong responders attaining and maintaining benchmark status and with poorer responders needing more intensive instruction to show continuous growth. On the other hand, initially low-risk (non-treatment) urban learners failed to maintain their early advantage over their higher risk peers, suggesting the need for more extensive monitoring and interventions within urban settings. The implications of these findings as well as directions for future research are discussed. (Contains 2 tables and 5 figures.)
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: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; 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); Woodcock Johnson Tests of Achievement