Inclusion of letter knowledge, phonemic awareness, the alphabetic principle, and oral language is supported for early reading intervention for kindergarteners with language difficulties1

摘要

Design: The study relied on schools to assign students to tracks, and then tracks were randomly assigned to the immediate or delayed treatment conditions to examine Questions 1-4. Correlations were used to examine Question 5. Generalization and maintenance were not evaluated. Allocation: The researchers randomly assigned tracks within the 4-year-round schools to an immediate or delayed treatment condition. In the four schools with traditional schedules, two schools were randomly selected for immediate intervention, and the remaining two schools served as tho delayed intervention. All kindergarteners were screened, and 78 children met criteria for final inclusion. Blinding: Unblinded; the intervention was conducted and data were collected by the authors and interventionists, who were all aware of the study. Study duration: Students in the; immediate treatment condition received a full academic year of intervention, whereas students in tho delayed treatment condition received 18 weeks of intervention-that is, approximately half the number of sessions. Both conditions received pull-out instruction in 15-minute ses>-sions, 3 times per week, in small groups of 2 or 3 students. Setting: Four urban schools in Southern California and four rural schools in Montana. Participants: A total of 143 kinde>-garlonors named fewer than 9 tolleis and identified fewer than 7 initial soundr;. The final sample was 78 kindergarteners across 8 schools (62 from California and 1 6 from Montana) who scored below 85 on the Pcabody Picture Vocabulary Test III (PPVT-III; Dunn, Dunn, & Dunn, 1997), which was 14% of the overall sample of kindcrgartners. K.-malos accounted for 42%, 1 sludent received services through special education, and noaily half (n =35) were English Lournei.s (ELs). Of ttic ELs, all of whom wore from California, 26 were considered beginners based on the California English Language Development Test [CELDT] and 9 were in the intermedi-ate-to-ndvancod range. Intervention: Tea...