Effects of a Tier 3 Phonological Awareness Intervention on Preschoolers' Emergent Literacy. (May 2014)

• Record Type: Journal Article
• Authors: Noe, Sean; Spencer, Trina D.; Kruse, Lydia; Goldstein, Howard
• Is Part Of: Topics in early childhood special education. Volume 34:Number 1(2014:May)
• Page Start: 27
• Page End: 39
• Publication Date: 2014-05
• Subjects: response to intervention -- phonological awareness -- preschool -- early literacy intervention -- single-subject experimental design -- emergent literacy; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121413489172
• Languages: English
• ISSNs: 0271-1214

Abstract

This multiple baseline design study examined the effects of a Tier 3 early literacy intervention on low-income preschool children's phonological awareness (PA). Seven preschool children who did not make progress on identifying first sounds in words during a previous Tier 2 intervention participated in a more intensive Tier 3 intervention. Children listened to stories and participated in early literacy activities led by an interventionist for approximately 15 min, 3 to 4 days per week for up to 8 weeks. Weekly progress monitoring data showed that five of seven children made progress on first sound identification as a result of the Tier 3 intervention. Children who made progress on first sound identification generally demonstrated gains on more distal measures of PA. Results demonstrate the potential benefit of providing children with multiple tiers of instruction to facilitate academic success.