Skip to Main Content
 

Global Search Box

 
 
 
 

ETD Abstract Container

Abstract Header

The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach

Musti-Rao, Shobana

Abstract Details

2005, Doctor of Philosophy, Ohio State University, Physical Activity and Educational Services.
The study investigated the effects of a supplemental early reading intervention program on the phonemic awareness and alphabetic principle skills of students identified as being at-risk for reading failure. Seven kindergarten students and one first-grade student were selected based on low scores on the beginning- and middle-of-year benchmark assessments as measured by the Dynamic Indicators of Basic Literacy Skills (DIBELS) and teacher nominations. The kindergarten instructional assistant and researcher implemented the early reading intervention using a co-teaching format. Target students received twenty minutes of instruction three days a week for sixteen-, twelve-, and eight-weeks. A multiple-baseline-across-subjects design was used to analyze the effects of the instruction on the phoneme segmentation fluency (PSF) and nonsense word fluency (NWF) of target students as measured by DIBELS. Students made moderate to substantial increases in PSF and NWF as a result of the intervention. The first-grade student moved out of the school before the completion of the study. The end-of-year benchmark assessments revealed that four out of the seven kindergarten students reached “benchmark” and were at grade level, one student needed “strategic” intervention, and two students needed “intensive” intervention at the end of the study. Teachers, parents, and students provided positive responses for the acceptability, usefulness, and effectiveness of the supplemental reading intervention. Results are discussed in terms of efficacy of the reading program on the essential reading skills of essential reading skills of at-risk learners. Implications for practice and directions for future research are discussed.
Gwendolyn Cartledge (Advisor)
232 p.

Recommended Citations

Citations

  • Musti-Rao, S. (2005). The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121886307

    APA Style (7th edition)

  • Musti-Rao, Shobana. The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach. 2005. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1121886307.

    MLA Style (8th edition)

  • Musti-Rao, Shobana. "The effects of a supplemental early reading intervention with urban kindergarten and first-grade students: a preventive approach." Doctoral dissertation, Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121886307

    Chicago Manual of Style (17th edition)