Early intervention in reading: Results of a screening and intervention program for kindergarten students

Document Type

Article

Publication Date

1999

Abstract

Kindergarten students were selected for participation in a reading intervention program on the basis of their ability to name the letters of the alphabet. The intervention consisted of 1:2 tutoring for 30 min per day for two 10-wk periods using an interactive strategies approach that emphasized direct instruction in the alphabetic principle, phonemic awareness, analyzing words, learning sight words and reading connected text. A treatment group consistently outperformed a "waiting group" control, which also showed accelerated progress upon receiving the intervention. A 2 yr longitudinal follow up of this kindergarten cohort indicated lower rates of placement in special education.

Comments

Copyright 1999 National Association of School Psychologists

A link to full text has been provided for authorized users

Publication Title

School Psychology Review

Published Citation

Lennon, J. E., & Slesinski, C. (1999). Early intervention in reading: Results of a screening and intervention program for kindergarten students. School Psychology Review, 28(3), 353.

Peer Reviewed

Link to Full Text

Share

COinS