Effects of a Tier 3 Phonological Awareness Intervention on Preschoolers' Emergent Literacy

Autor/inn/en	Noe, Sean; Spencer, Trina D.; Kruse, Lydia; Goldstein, Howard
Titel	Effects of a Tier 3 Phonological Awareness Intervention on Preschoolers' Emergent Literacy
Quelle	In: Topics in Early Childhood Special Education, 34 (2014) 1, S.27-39 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121413489172
Schlagwörter	Emergent Literacy; Preschool Children; Intervention; Phonological Awareness; Low Income; Identification; Outcomes of Education; Teaching Methods; Educational Benefits; Measures (Individuals); Fidelity; Participant Characteristics + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn; Identifikation; Identifizierung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Messdaten
Abstract	This multiple baseline design study examined the effects of a Tier 3 early literacy intervention on low-income preschool children's phonological awareness (PA). Seven preschool children who did not make progress on identifying first sounds in words during a previous Tier 2 intervention participated in a more intensive Tier 3 intervention. Children listened to stories and participated in early literacy activities led by an interventionist for approximately 15 min, 3 to 4 days per week for up to 8 weeks. Weekly progress monitoring data showed that five of seven children made progress on first sound identification as a result of the Tier 3 intervention. Children who made progress on first sound identification generally demonstrated gains on more distal measures of PA. Results demonstrate the potential benefit of providing children with multiple tiers of instruction to facilitate academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10