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Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design

Kruse, Lydia

Abstract Details

2013, Doctor of Philosophy, Ohio State University, Human Ecology: Human Development and Family Science.
This multiple baseline design study evaluated the efficacy of a Tier 2 early literacy intervention on low-income preschool children’s phonological awareness (PA) skills. The intervention was delivered three to four days a week by a trained interventionist to small groups of children using an interactive approach with frequent opportunities to respond and contingent feedback. Groups participated in 28 to 36 lessons that lasted about 10 minutes and focused on PA and alphabet knowledge. Seven children, across three groups, participated in the lessons and weekly progress monitoring assessments. All children demonstrated gains on the primary outcome measure of first sound identification as a result of the Tier 2 intervention. Most children also demonstrated gains on secondary and distal measures of PA and alphabet knowledge. Results provide support for the application of Response to Intervention (RTI) in early childhood and signify the potential benefits to learners who need instruction beyond the core curriculum.
Howard Goldstein (Advisor)
Cynthia Buettner (Committee Member)
Shayne Piasta (Committee Member)
Diane Sainato (Committee Member)

Recommended Citations

Citations

  • Kruse, L. (2013). Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234

    APA Style (7th edition)

  • Kruse, Lydia. Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design. 2013. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234.

    MLA Style (8th edition)

  • Kruse, Lydia. "Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design." Doctoral dissertation, Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234

    Chicago Manual of Style (17th edition)