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Effects of targeted intervention on early literacy skills of at-risk students.(Report)
- Article from:
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Journal of Research in Childhood Education
- Article date:
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June 22, 2008
- Author:
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Copyright informationCOPYRIGHT 2008 Association for Childhood Education International. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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Abstract. 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 ...
<.001, d = .68, but the control group did not, t(33) = -1.22, p><.001, d = .39, but the control group scored lower in the spring than in the fall, although this loss was not statistically significant t(33) = .70, p>