Volume 28, Issue 3 (1999)
Early Intervention in Reading: Results of a Screening and Intervention Program for Kindergarten Students
James E. Lennon, Christine Slesinski
Abstract: Kindergarten students were selected for participation in a reading intervention program on the basis of their ability to name the letters of the alphabet. The intervention consisted of 1:2 tutoring for 30 minutes per day for two 1O-week periods using an interactive strategies approach that emphasized direct instruction in the alphabetic principle, phonemic awareness, analyzing words, learning sight words and reading connected text. A treatment group consistently outperformed a “waiting group” control, which also showed accelerated progress upon receiving the intervention. A two year longitudinal follow up of this kindergarten cohort indicated lower rates of placement in special education.
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