ERIC Number: EJ814173
Record Type: Journal
Publication Date: 2008-Sep
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
Field-Based Evaluation of Two-Tiered Instruction for Enhancing Kindergarten Phonological Awareness
Schuele, C. Melanie; Justice, Laura M.; Cabell, Sonia Q.; Knighton, Kathy; Kingery, Beverly; Lee, Marvin W.
Early Education and Development, v19 n5 p726-752 Sep 2008
Research Findings: This study reports on the outcomes of a multisite, two-tiered, response-to-intervention instructional model for delivering phonological awareness instruction and intervention to kindergartners. Fifty-seven kindergartners from 3 classrooms participated in a supplemental phonological awareness program, and 56 kindergartners from 3 classrooms received the prevailing school-adopted literacy curriculum. All children in the supplemental condition received supplemental classroom-based phonological awareness instruction in addition to the adopted literacy curriculum. At mid-year, 6 low literacy achievers were identified in each supplemental classroom (n = 18) to participate in an additional 12-week small-group intervention. The classroom-based supplemental curriculum did not produce statistically significant gains for typically achieving children on measures of letter-sound knowledge, word recognition, or developmental spelling. However, an add-on tier of supplemental instruction exerted a substantial advantage for low-achieving children on a measure of developmental spelling. Practice or Policy: Results suggest that a 2-tiered intervention model provides an effective means for improving the literacy outcomes of low-achieving kindergarten children. (Contains 3 tables and 2 footnotes.)
Descriptors: Spelling, Intervention, Phonological Awareness, Word Recognition, Kindergarten, Reading Instruction, Supplementary Education, Teaching Methods, Literacy Education, Measures (Individuals), Low Achievement, Outcomes of Education
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: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/82933