Systematic reading interventions in kindergarten

Term

2010

Capstone

Thesis

Degree Name

MAEd

Abstract

This capstone project explored the effects of early literacy intervention in kindergarten. A total 24 kindergarten students were tested on their ability to identify letters and sounds during the first four months of school. Students who fell into an at-risk category were placed into letter and sound intervention groups and given additional letter and sound instruction by either a classroom or Title-I teacher. Progress monitoring was used throughout the first four months of school to track student progress. Students increased their knowledge of letter names from 25% of students knowing 45-54 letters at the beginning of the year to 87% knowing 45-54 letters by the end of December. The results demonstrated that the use of a systematic reading intervention provided an opportunity to begin to close the gap for students who came to kindergarten lacking early literacy skills.

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