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The effectiveness of the Scott Foresman early reading intervention program on improvement of phonemic awareness and decoding skills for a sample of at-risk kindergarten students

Samanich, Tracy Tucker
http://rave.ohiolink.edu/etdc/view?acc_num=osu1061399562

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Educational Services and Research.
The current study examined the efficacy of direct, small-group instruction in phonemic awareness and letter-sound recognition for pre-reading kindergartners who have been identified as possessing poor phonemic awareness. Subjects selected for this study consisted of nine kindergarten students from a suburban elementary school who were identified as deficient in phonemic awareness skills as measured by their performance on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The intervention utilized was the Scott-Foresman Early Reading Intervention Program. Participants in this study received three half-hour sessions of intervention per week for either eight, ten, or twelve weeks. The effects of the Scott-Foresman Reading Intervention Program were measured by a multiple baseline across subjects design on the DIBELS, as well as pre- and post-test comparison of standard scores of the Letter-Word Recognition Test within the Woodcock-Johnson Psycho-Educational Battery, Third Revision. Results show that the Scott Foresman Reading Intervention Program positively influenced the attainment of critical reading benchmarks as defined by the DIBELS subtests of Phoneme Segmentation Fluency and Nonsense Word Fluency. Students who participated in the above intervention also made statistically significant gains in letter and word recognition as measured by the WJ-III. The above findings support the efficacy of highly explicit, direct, small-group instruction in phonemic awareness and letter-sound recognition as components of an early reading intervention program.
Antoinette Miranda (Advisor)
101 p.
early literacy; reading intervention; progress monitoring; DIBELS

Recommended Citations

Citations

  • Samanich, T. T. (2003). The effectiveness of the Scott Foresman early reading intervention program on improvement of phonemic awareness and decoding skills for a sample of at-risk kindergarten students [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061399562

    APA Style (7th edition)

  • Samanich, Tracy. The effectiveness of the Scott Foresman early reading intervention program on improvement of phonemic awareness and decoding skills for a sample of at-risk kindergarten students. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1061399562.

    MLA Style (8th edition)

  • Samanich, Tracy. "The effectiveness of the Scott Foresman early reading intervention program on improvement of phonemic awareness and decoding skills for a sample of at-risk kindergarten students." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061399562

    Chicago Manual of Style (17th edition)

osu1061399562
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© 2003, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.