A Comparison of Activity-Based Intervention and Embedded Direct Instruction When Teaching Emergent Literacy Skills. (August 2014)

• Record Type: Journal Article
• Authors: Botts, Dawn C.; Losardo, Angela S.; Tillery, Christina Y.; Werts, Margaret G.
• Is Part Of: Journal of special education. Volume 48:Number 2(2014:Aug.)
• Page Start: 120
• Page End: 134
• Publication Date: 2014-08
• Subjects: activity-based intervention -- direct instruction -- phonological awareness -- early literacy; Special education -- Periodicals; Children with disabilities -- Education -- Periodicals; 371.905
• DOI: 10.1177/0022466912449652
• Languages: English
• ISSNs: 0022-4669

Abstract

This replication study focused on the effectiveness of two different intervention approaches, activity-based intervention and embedded direct instruction, on the acquisition, generalization, and maintenance of phonological awareness, a key area of emergent literacy, by preschool children with language delays. Five male preschool participants with language delay were treated with a modified alternating-treatments design. Embedded direct instruction was more effective and efficient in the acquisition of phonological awareness skills for preschool children with language delays. Embedded direct instruction was also more effective in the generalization of emergent literacy skills to probe generalization sessions, as well as in the percentage of maintained skills. Preschool children who are at risk of acquiring foundational skills necessary for the development of conventional literacy would benefit from an explicit, systematic instructional approach. Embedded direct instruction provided the structure necessary to promote effective and efficient acquisition of skills, as well as generalization and maintenance of learning.