Supplemental Material for Long-Term Benefits After a Rhyme-Repetition Based Intervention Program for Kindergarteners: Better Reading and Spelling in the First Grade

2021 ◽  
Keyword(s):  
Intervention Program ◽  
First Grade ◽  
Reading And Spelling

Long-term benefits after a rhyme-repetition based intervention program for kindergarteners: Better reading and spelling in the first grade.

2021 ◽  
Author(s):  
Hazar Eghbaria-Ghanamah ◽  
Rafat Ghanamah ◽  
Yasmin Shalhoub-Awwad ◽  
Esther Adi-Japha ◽  
Avi Karni
Keyword(s):  
Intervention Program ◽  
First Grade ◽  
Reading And Spelling

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

Normal Variation in Reading Acquisition

1986 ◽  
Vol 62 (3) ◽  
pp. 691-716 ◽  
Author(s):  
Virginia Wise Berninger
Keyword(s):  
Individual Differences ◽  
Reading Instruction ◽  
Cognitive Skills ◽  
Verbal Ability ◽  
First Grade ◽  
Normal Variation ◽  
Word Decoding ◽  
Linguistic Skills ◽  
Whole Word ◽  
Reading And Spelling

Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.

Effects of early intervention in children at risk: Short-term and long-term findings from an attachment-based intervention program

2015 ◽  
Vol 3 (3) ◽  
pp. 98-102 ◽  
Author(s):  
Annabel Zwönitzer ◽  
Ute Ziegenhain ◽  
Ina Bovenschen ◽  
Kristina Bressem ◽  
Melanie Pillhofer ◽  
...  
Keyword(s):  
At Risk ◽  
Early Intervention ◽  
Intervention Program ◽  
Children At Risk ◽  
Short Term

Classroom-Based Assessment of a Collaborative Intervention Program With Kindergarten and First-Grade Students

1999 ◽  
Vol 30 (1) ◽  
pp. 83-91 ◽  
Author(s):  
Judith G. Farber ◽  
Evelyn R. Klein
Keyword(s):  
Intervention Program ◽  
Classroom Teacher ◽  
First Grade ◽  
Academic Growth ◽  
Classroom Communication ◽  
Classroom Intervention ◽  
Treatment Groups ◽  
Speech Language Pathologist ◽  
Collaborative Intervention ◽  
Teacher Reports

The Maximizing Academic Growth by Improving Communication (MAGIC) comprehensive classroom teacher and speech-language pathologist collaborative intervention program was developed and initially implemented in 12 kindergarten and first-grade classes to determine whether children receiving this language-enriched program performed significantly better than control peers on a curriculum-based test and on teacher reports of classroom communication. Results indicated that weekly classroom intervention resulted in significantly higher scores on the subtests of listening and writing for the children involved in the MAGIC program. Students in the treatment groups demonstrated significantly higher abilities in understanding vocabulary and cognitive-linguistic concepts in addition to increased writing skill development for producing relevant sentences with correct mechanics and spelling.

scholarly journals Long-term impact of a ten-year intervention program on human and canine Trypanosoma cruzi infection in the Argentine Chaco

2021 ◽  
Vol 15 (5) ◽  
pp. e0009389
Author(s):  
Marta Victoria Cardinal ◽  
Gustavo Fabián Enriquez ◽  
Natalia Paula Macchiaverna ◽  
Hernán Darío Argibay ◽  
María del Pilar Fernández ◽  
...  
Keyword(s):  
Trypanosoma Cruzi ◽  
Disease Transmission ◽  
Intervention Program ◽  
Substantial Reduction ◽  
Triatoma Infestans ◽  
Incident Case ◽  
Cross Sectional ◽  
Vector Borne ◽  
Long Term Impact

Background Interruption of domestic vector-borne transmission of Trypanosoma cruzi is still an unmet goal in several American countries. In 2007 we launched a long-term intervention program aimed to suppress house infestation with the main domestic vector in southern South America (Triatoma infestans) and domestic transmission in Pampa del Indio, a resource-constrained, hyperendemic municipality with 1446 rural houses inhabited by Creole and indigenous people, in the Argentine Chaco ecoregion. Here, we assessed whether the 10-year insecticide-based program combined with community mobilization blocked vector-borne domestic transmission of T. cruzi to humans and dogs. Methods We carried out two municipality-wide, cross-sectional serosurveys of humans and dogs (considered sentinel animals) during 2016–2017 to compare with baseline data. We used a risk-stratified random sampling design to select 273 study houses; 410 people from 180 households and 492 dogs from 151 houses were examined for antibodies to T. cruzi using at least two serological methods. Results The seroprevalence of T. cruzi in children aged <16 years was 2.5% in 2017 (i.e., 4- to 11-fold lower than before interventions). The mean annual force of child infection (λ) sharply decreased from 2.18 to 0.34 per 100 person-years in 2017. One of 102 children born after interventions was seropositive for T. cruzi; he had lifetime residence in an apparently uninfested house, no outside travel history, and his mother was T. cruzi-seropositive. No incident case was detected among 114 seronegative people of all ages re-examined serologically. Dog seroprevalence was 3.05%. Among native dogs, λ in 2016 (1.21 per 100 dog-years) was 5 times lower than at program onset. Six native adult dogs born after interventions and with stable lifetime residence were T. cruzi-seropositive: three had exposure to T. infestans at their houses and one was an incident case. Conclusions These results support the interruption of vector-borne transmission of T. cruzi to humans in rural Pampa del Indio. Congenital transmission was the most likely source of the only seropositive child born after interventions. Residual transmission to dogs was likely related to transient infestations and other transmission routes. Sustained vector control supplemented with human chemotherapy can lead to a substantial reduction of Chagas disease transmission in the Argentine Chaco.

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