Systematic reading interventions in kindergarten
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.
Talafous, Katherine Rieser, "Systematic reading interventions in kindergarten" (2010). School of Education Student Capstone Theses and Dissertations. 2305.
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