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Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.

Title: Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
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Name(s): Lonigan, Christopher J, author
Purpura, David J, author
Wilson, Shauna B, author
Walker, Patricia M, author
Clancy-Menchetti, Jeanine, author
Type of Resource: text
Genre: Text
Date Issued: 2013-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Many preschool children are at risk for reading problems because of inadequate emergent literacy skills. Evidence supports the effectiveness of interventions to promote these skills, but questions remain about which intervention components work and whether combining intervention components will result in larger gains. In this study, 324 preschoolers (mean age=54.32 months, SD=5.88) from low-income backgrounds (46% girls and 54% boys; 82% African American, 14% White, and 4% other) were randomized to combinations of meaning-focused (dialogic reading or shared reading) and code-focused (phonological awareness, letter knowledge, or both) interventions or a control group. Interventions had statistically significant positive impacts only on measures of their respective skill domains. Combinations of interventions did not enhance outcomes across domains, indicating instructional needs in all areas of weakness for young children at risk for later reading difficulties. Less time for each intervention in the combined phonological awareness and letter knowledge intervention conditions, however, did not result in reduced effects relative to nearly twice as much time for each intervention when children received either only the phonological awareness intervention or only the letter knowledge intervention. This finding suggests that a relatively compact code-focused intervention can address the needs of children with weaknesses in both domains.
Identifier: FSU_pmch_23073367 (IID), 10.1016/j.jecp.2012.08.010 (DOI), PMC3724170 (PMCID), 23073367 (RID), 23073367 (EID), S0022-0965(12)00153-1 (PII)
Grant Number: HD052120, HD30988, HD38880, P50 HD052120, R01 HD038880
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724170.
Subject(s): Awareness/physiology
Child, Preschool
Dyslexia/therapy
Female
Humans
Linguistics/methods
Male
Phonetics
Program Evaluation/methods
Program Evaluation/statistics & numerical data
Reading
Risk
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_23073367
Owner Institution: FSU
Is Part Of: Journal of experimental child psychology.
1096-0457
Issue: iss. 1, vol. 114

Choose the citation style.
Lonigan, C. J., Purpura, D. J., Wilson, S. B., Walker, P. M., & Clancy-Menchetti, J. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal Of Experimental Child Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_23073367