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Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
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O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
Emergent Literacy Intervention for Prekindergarteners at Risk for Reading Failure: Years 2 and 3 of a Multiyear Study
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Bailet, Laura Lyons; Repper, Karla; Murphy, Suzanne; Piasta, Shayne; Zettler-Greeley, Cynthia – Journal of Learning Disabilities, 2013
This research examined the effectiveness of an emergent literacy intervention for prekindergarten children at risk for reading failure, to replicate and improve on significant findings from Year 1 of the study. Data are reported for 266 children in 72 child care and preschool sites in Year 2 of the study and for 374 children at 102 sites in Year…
Descriptors: Emergent Literacy, Intervention, Preschool Children, Preschool Education
Auditory Perception, Reading and the Initial Teaching Alphabet
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Rampp, Donald L.; Covington, Jan R. – Journal of Learning Disabilities, 1972
Reported was a study of the effectiveness of a 40 week reading program using the Initial Teaching Alphabet with 10 male students (8 to 12 years of age) who exhibited auditory perceptual disturbances. (GW)
Descriptors: Auditory Perception, Educational Programs, Exceptional Child Research, Initial Teaching Alphabet