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Responsiveness of Students With Language Difficulties to Early Intervention in Reading
Rollanda E. O'Connor*,
Kathleen Bocian,
Margaret Beebe-Frankenberger,
and
Danielle L. Linklater
* To whom correspondence should be addressed. E-mail: rollanda.oconnor{at}ucr.edu.
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Abstract |
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For children with language challenges, little is known about effective early reading interventions, because most studies have used language scores as exclusionary criteria. We randomly assigned 78 kindergartners with poor language skills to small group reading interventions that included phonemic awareness, alphabetic understanding, and oral language. The groups began in September or mid-February. Nearly half the students were English learners. MANOVA between these groups found that earlier intervention led to significantly better outcomes than the same interventions begun later in kindergarten. We found similar rates of growth between students who were English only or English learners. Twice as many students in the immediate as in the delayed treatment scored in the average range at the end of the year. Pretests did not predict who would be a good or poor responder to the treatments; however, January scores in letter knowledge and phonemic awareness were reliably different for good and poor responders.
First published on July 16, 2008
The Journal of Special Education 2008, doi:10.1177/0022466908317789
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