Preventing Reading Difficulties for Elementary-Aged At-Risk Students

ISBN-13: 9783639168723 / Angielski / Miękka / 2009 / 216 str.

Lefki Kourea

Opis

This study investigated the effectiveness of asupplemental early reading intervention package onthe segmentation, blending and oral reading fluencyskills of 23 urban first-grade students, includingEnglish Language Learners (ELLs), who continued to beat reading risk after receiving intensivephonological awareness training the previous year inkindergarten (i.e., ERI-Treatment Group). Sixinstructional assistants received a six-hour trainingpackage to deliver the intervention to theERI-Treatment Group across three urban high povertyschools. Pre- and posttest standardized measures(WJ-III; CTOPP) and tri-weekly progress monitoringdata were collected to evaluate student progress.Data were analyzed with regression models, contrasts,and repeated measures mixed-effects modeling. Thefindings highlight the importance of intensivephonological awareness training and its potentiallylasting effects to reduce the reading risk ofextremely vulnerable students. They also underscorethe need to provide ongoing intensive support,depending on students responsiveness to intervention.

O autorze

Lefki Kourea, Ph.D., is Lecturer in the department of Education
Sciences at the European University Cyprus. Lefki earned her
doctorate from The Ohio State University in the area of Special
Education/Applied Behavior Analysis. Her current research
interests include effective academic and behavioral interventions
for students with mild disabilities.