Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners
This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week smal...
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| Veröffentlicht in: | Communication disorders quarterly 2017-05, Vol.38 (3), p.161-171 |
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| container_title | Communication disorders quarterly |
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| creator | Zoski, Jennifer L. Erickson, Karen A. |
| description | This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading (d = 1.79–2.19), phonological awareness (d = 0.73–1.59), morphological awareness (d = 0.57–3.96), and morphological spelling (d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. These results provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including English language learners, in intensive intervention programs. |
| doi_str_mv | 10.1177/1525740116660817 |
| format | Article |
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Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading (d = 1.79–2.19), phonological awareness (d = 0.73–1.59), morphological awareness (d = 0.57–3.96), and morphological spelling (d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. 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Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading (d = 1.79–2.19), phonological awareness (d = 0.73–1.59), morphological awareness (d = 0.57–3.96), and morphological spelling (d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. These results provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including English language learners, in intensive intervention programs.</description><subject>Achievement Gains</subject><subject>Alphabets</subject><subject>At risk populations</subject><subject>At Risk Students</subject><subject>Early literacy</subject><subject>Elementary School Students</subject><subject>Emergent Literacy</subject><subject>English as a second language</subject><subject>English language</subject><subject>English Language Learners</subject><subject>Feasibility Studies</subject><subject>Group Therapy</subject><subject>Intervention</subject><subject>Kindergarten</subject><subject>Linguistics</subject><subject>Metalinguistics</subject><subject>Morphology</subject><subject>Morphology (Languages)</subject><subject>Native Speakers</subject><subject>Nonnative speakers</subject><subject>Phonetics</subject><subject>Phonological Awareness</subject><subject>Reading Achievement</subject><subject>Reading Fluency</subject><subject>Reading Tests</subject><subject>Spanish Speaking</subject><subject>Spelling</subject><subject>Statistical Analysis</subject><subject>Teaching Methods</subject><issn>1525-7401</issn><issn>1538-4837</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><recordid>eNp1kE1LAzEQhoMoWKt3L8KC59XM5vtYSq3VFUH0vGyz2ZLaZmuSVfz3pqyICF5mhnneeWcYhM4BXwEIcQ2sYIJiAM45liAO0AgYkTmVRBzu64Lle36MTkJYY4xFAiNUPvSbaHW33XXOuJiV1q16G1Irm3zU3jgTQrZw0fj3hG3nsrbz2STmTza8ZvfWNcavah-T0IdTdNTWm2DOvvMYvdzMnqe3efk4X0wnZa4JgZgrpltFJDTacEY004qwJVkWhhaUU4blMh2dglIGKOeKNoRj3FAmCCG1LMgYXQ6-O9-99SbEat313qWVFUglmWKEQVLhQaV9F4I3bbXzdlv7zwpwtf9Z9fdnaeRiGDHe6h_57A6AAhQs8XzgoV6ZX0v_8_sCk6Nzmg</recordid><startdate>201705</startdate><enddate>201705</enddate><creator>Zoski, Jennifer L.</creator><creator>Erickson, Karen A.</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>NAPCQ</scope></search><sort><creationdate>201705</creationdate><title>Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners</title><author>Zoski, Jennifer L. ; Erickson, Karen A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c331t-95cf9381dce653c5c935b3b2e42464508b4838b499e146694d3600d457333a823</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Achievement Gains</topic><topic>Alphabets</topic><topic>At risk populations</topic><topic>At Risk Students</topic><topic>Early literacy</topic><topic>Elementary School Students</topic><topic>Emergent Literacy</topic><topic>English as a second language</topic><topic>English language</topic><topic>English Language Learners</topic><topic>Feasibility Studies</topic><topic>Group Therapy</topic><topic>Intervention</topic><topic>Kindergarten</topic><topic>Linguistics</topic><topic>Metalinguistics</topic><topic>Morphology</topic><topic>Morphology (Languages)</topic><topic>Native Speakers</topic><topic>Nonnative speakers</topic><topic>Phonetics</topic><topic>Phonological Awareness</topic><topic>Reading Achievement</topic><topic>Reading Fluency</topic><topic>Reading Tests</topic><topic>Spanish Speaking</topic><topic>Spelling</topic><topic>Statistical Analysis</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Zoski, Jennifer L.</creatorcontrib><creatorcontrib>Erickson, Karen A.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Communication disorders quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Zoski, Jennifer L.</au><au>Erickson, Karen A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1141125</ericid><atitle>Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners</atitle><jtitle>Communication disorders quarterly</jtitle><date>2017-05</date><risdate>2017</risdate><volume>38</volume><issue>3</issue><spage>161</spage><epage>171</epage><pages>161-171</pages><issn>1525-7401</issn><eissn>1538-4837</eissn><abstract>This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading (d = 1.79–2.19), phonological awareness (d = 0.73–1.59), morphological awareness (d = 0.57–3.96), and morphological spelling (d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. These results provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including English language learners, in intensive intervention programs.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/1525740116660817</doi><tpages>11</tpages></addata></record> |
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| identifier | ISSN: 1525-7401 |
| ispartof | Communication disorders quarterly, 2017-05, Vol.38 (3), p.161-171 |
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| language | eng |
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| source | SAGE Complete A-Z List; Alma/SFX Local Collection |
| subjects | Achievement Gains Alphabets At risk populations At Risk Students Early literacy Elementary School Students Emergent Literacy English as a second language English language English Language Learners Feasibility Studies Group Therapy Intervention Kindergarten Linguistics Metalinguistics Morphology Morphology (Languages) Native Speakers Nonnative speakers Phonetics Phonological Awareness Reading Achievement Reading Fluency Reading Tests Spanish Speaking Spelling Statistical Analysis Teaching Methods |
| title | Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners |
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