Factors That Predict Success in an Early Literacy Intervention Project

1999 ◽  
Vol 34 (4) ◽  
pp. 404-424 ◽  
Author(s):  
Lauren Leslie ◽  
Linda Allen
Keyword(s):  
Early Literacy ◽  
Literacy Intervention ◽  
Early Literacy Intervention

scholarly journals Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Helena Oosthuizen ◽  
Daleen Klop ◽  
Monique Visser
Keyword(s):  
Early Literacy ◽  
Literacy Intervention ◽  
Language And Literacy ◽  
Language Therapy ◽  
Early Literacy Intervention ◽  
Role Players ◽  
Student Training ◽  
Transdisciplinary Collaboration ◽  
Models Of Service Delivery ◽  
Insight Into

Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.

The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation

2018 ◽  
Vol 40 (3) ◽  
pp. 316-335 ◽  
Author(s):  
Philip Sirinides ◽  
Abigail Gray ◽  
Henry May
Keyword(s):  
Early Literacy ◽  
Reading Recovery ◽  
Controlled Trial ◽  
Scale Up ◽  
First Grade ◽  
Literacy Intervention ◽  
National Scale ◽  
Randomized Controlled ◽  
Early Literacy Intervention ◽  
Evidence Of Impact

Reading Recovery is an example of a widely used early literacy intervention for struggling first-grade readers, with a research base demonstrating evidence of impact. With funding from the U.S. Department of Education’s i3 program, researchers conducted a 4-year evaluation of the national scale-up of Reading Recovery. The evaluation included an implementation study and a multisite randomized controlled trial with 6,888 participating students in 1,222 schools. The goal of this study was to understand whether the impacts identified in prior rigorous studies of Reading Recovery could be replicated in the context of a national scale-up. The findings of this study reaffirm prior evidence of Reading Recovery’s immediate impacts on student literacy and support the feasibility of successfully scaling up an effective intervention.

Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

2016 ◽  
Vol 36 (4) ◽  
pp. 205-217 ◽  
Author(s):  
Ruth A. Kaminski ◽  
Kelly A. Powell-Smith
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Single Case ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Early Literacy Intervention ◽  
Short And Long Term ◽  
Tier 3

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children’s learning are discussed.

Knowing What to Teach Provides a Roadmap for Early Literacy Intervention

2011 ◽  
Vol 33 (4) ◽  
pp. 268-280 ◽  
Author(s):  
Howard Goldstein
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Scientific Basis ◽  
Turn Of The Century ◽  
Literacy Intervention ◽  
Literacy Achievement ◽  
Early Literacy Intervention ◽  
At Risk Populations ◽  
Effective Procedures ◽  
Made In

Promoting literacy development was not a priority for early childhood special educators 25 years ago. The turn of the century gave rise to a scientific basis of reading that outlined what skills need to be taught to facilitate literacy achievement. Steady progress has been made in moving early childhood education to teaching the skills that are needed to prevent reading disabilities, with particular attention to at-risk populations. The big challenge in the next 25 years will be to develop effective procedures for teaching those skills to children with intellectual and other developmental disabilities. Meeting this challenge will have far reaching implications for preparing all students to participate in our highly literate world.

Project CARES: Replicating an early-literacy intervention with low-income, urban families

2008 ◽  
Author(s):  
Ernesto R. Barnabas ◽  
Patricia H. Manz ◽  
Catherine B. Bracaliello ◽  
Allison N. Ash
Keyword(s):  
Early Literacy ◽  
Low Income ◽  
Urban Families ◽  
Literacy Intervention ◽  
Early Literacy Intervention
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