Emergent literacy intervention for prekindergarteners at risk for reading failure

Journal of Learning Disabilities

Volumn 42, Issue 4, 2009, Pages 336-355

  Bailet, Laura L ^a   Repper, Karla K ^a   Piasta, Shayne B ^b   Murphy, Suzanne P ^a  

^a Nemours BrightStart Dyslexia Initiative ^*  (United States)

^b OHIO STATE UNIVERSITY   (United States)

Author keywords

At risk; Dyslexia; Preschool; Prevention

Indexed keywords

ARTICLE; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; CURRICULUM; DYSLEXIA; EARLY CHILDHOOD INTERVENTION; FEMALE; FOLLOW UP; HUMAN; MALE; MASS SCREENING; PRESCHOOL CHILD; RANDOMIZED CONTROLLED TRIAL; RISK ASSESSMENT; RISK FACTOR;

CHILD, PRESCHOOL; CURRICULUM; DYSLEXIA; EARLY INTERVENTION (EDUCATION); FEMALE; FOLLOW-UP STUDIES; HUMANS; MALE; MASS SCREENING; RISK ASSESSMENT; RISK FACTORS;

EID: 67650576021     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219409335218     Document Type: Article

References (78)

1. Anthony, J.L., & Francis, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255-259.
2. Anthony, J.L., Lonigan, C.J., Driscoll, K., Phillips, B.M., & Burgess, S.R. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470-487.
3. Bailet, L.L. (2001). Development and disorders of spelling in the beginning school years. In A. M. Bain, L. L. Bailet, & L. C. Moats (Eds.), Written language disorders: Theory into practice (2nd ed., pp. 1-41). Austin, TX: Pro-Ed.
4. Bradley, L., & Bryant, P.E. (1978). Difficulties in auditory organization as a possible cause of reading backwardness. Nature, 271, 746-747.
5. Bradley, L., & Bryant, P.E. (1983). Categorizing sound and learning to read-A causal connection. Nature, 301, 419-521.
6. Bradley, L., & Bryant, P.E. (1985). Rhyme and reason in reading and spelling (IARLD Monographs No. 1). Ann Arbor: University of Michigan Press.
7. Bryant, P.E., MacLean, M., Bradley, L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429-438.
8. Burgess, S.R. (2006). The development of phonological sensitivity. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 90-100). New York: Guilford.
9. Buysse, V., Winton, P., & Zimmerman, T. (2007). RTI goes to pre-k: An early intervening system called recognition and response. Early Developments, 11, 6-10.
10. Catts, H.W., Gillispie, M., Leonard, L.B., Kail, R.V., & Miller, C.A. (2002). The role of speed processing, rapid naming, and phonological awareness in reading achievement. Journal of Learning Disabilities, 35, 509-524.
11. Chomsky, C. (1979). Approaching reading through invented spelling. In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice of early reading (Vol. 2, pp. 43-66). Hillsdale, NJ: Lawrence Erlbaum.
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
13. Connor, C.M., Morrison, F.J., & Slominski, L. (2006). Preschool instruction and children's literacy skill growth. Journal of Educational Psychology, 98, 665-689.
14. Dunn, L.M., & Dunn, L.M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.
15. Early Childhood Research Institute on Measuring Growth and Development. (1998). Research and development of individual growth and development indicators for children between birth and age eight (Tech. Rep. No. 4). Minneapolis: Center for Early Education and Development, University of Minnesota.
16. Ehri, L.C., Deffner, N.D., & Wilce, L.S. (1984). Pictorial mnemonics for phonics. Journal of Educational Psychology, 76, 880-893.
17. Ehri, L.C., & Roberts, T. (2006). The roots of learning to read and write: Acquisition of letters and phonemic awareness. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 113-131). New York: Guilford.
18. Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth for all students, catch-up growth for those who are behind. Kennewick, WA: The New Foundation Press.
19. Foorman, B.R., Anthony, J., Seals, L., & Mouzaki, A. (2002). Language development and emergent literacy in preschool. Seminars in Pediatric Neurology, 9, 173-184.
20. Fuchs, D., & Fuchs, L.S. (1998). Researchers and teachers working together to adapt instruction for diverse learners. Learning Disabilities Research and Practice, 13, 126-137.
21. Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research and Practice, 18, 172-186.
22. Gallagher, A., Frith, U., & Snowling, M.J. (2000). Precursors of literacy delay among children at genetic risk of dyslexia. Child Psychology & Psychiatry, 41, 203-213.
23. Goswami, U. (2002). In the beginning was the rhyme? A reflection on Hulme, Hatcher, Nation, Brown, Adams, & Stuart. Journal of Experimental Child Psychology, 82, 47-57.
24. Harms, T., & Clifford, R. (1980). The early childhood environment rating scale. New York: Teachers College Press.
25. Jenkins, J.R., Hudson, R.F., & Johnson, E.S. (2007). Screening for at-risk readers in a response to intervention framework. School Psychology Review, 36, 582-600.
26. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first to fourth grades. Journal of Educational Psychology, 80, 437-447.
27. Justice, L.M., Chow, S.M., Capellini, C., Flanigan, K., & Colton, S. (2003). Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal of Speech-Language Pathology, 12, 320-332.
28. Justice, L.M., Mashburn, A.J., Hamre, B.K., & Pianta, R.C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51-68.
29. Justice, L.M., Pence, K.L., Bowles, R.P., & Wiggins, A. (2006). An investigation of four hypotheses concerning the order by which children learn the letters of the alphabet. Early Childhood Research Quarterly, 21, 374-389.
30. Lieberman, I.Y., & Shankweiler, D. (1985). Phonology and problems of learning to read the write. Remedial and Special Education, 6, 8-17.
31. Lonigan, C.J. (2006). Conceptualizing phonological processing skills in prereaders. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 77-100). New York: Guilford.
32. Lonigan, C.J., Burgess, S.R., & Anthony, J.L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent variable longitudinal study. Developmental Psychology, 36, 596-613.
33. Lonigan, C.J., Burgess, S.R., Anthony, J.L., & Barker, T.A. (1998). Development of phonological sensitivity in 2- to 5-year-old children. Journal of Educational Psychology, 90, 294-311.
34. Lundberg, I., Frost, J., & Petersen, O.P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
35. MacLean, M., Bryant, P.E., & Bradley, L. (1987). Rhymes, nursery rhymes and reading in early childhood. Merrill-Palmer Quarterly, 33, 255-282.
36. Marcon, R.A. (2002). Moving up the grades: Relationship between preschool model and later school success [Electronic version]. Early Childhood Research and Practice, 4. Retrieved August 1, 2007, from http://ecrp.uiuc.edu/v4n1/marcon.html
37. McBride-Chang, C. (1999). The ABC's of the ABC's: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 278-301.
38. Missall, K.N., & McConnell, S.R. (2004). Psychometric characteristics of individual growth & development indicators: Picture naming, rhyming, and alliteration. Retrieved November 1, 2007, from http://ggg.umn.edu/techreports/ecri_report8.html
39. National Association for the Education of Young Children. (2005). Where we stand on learning to read and write. Retrieved August 7, 2007, from http://www.naeyc.org/about/positions/pdf/WWSSLearningToReadAndWriteEngli sh.pdf
40. National Early Literacy Panel. (2007, March 4). Findings from the National Early Literacy Panel: Providing a focus for early language and literacy development. Paper presented at the 16th Annual National Conference on Family Literacy, Orlando, FL.
41. National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
42. Neuman, S. B., & Dickinson, D. K. (Eds.). (2002). Handbook of early literacy research. New York: Guilford.
43. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002). Available at http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf
44. Piasta, S.B., & Wagner, R.K. (2008). The impact of instruction on alphabetic learning: A meta-analysis. Manuscript submitted for publication.
45. Priest, J.S., McConnell, McEvoy, & Shin (2000). Early Childhood Research Institute on Measuring Growth and Development: Progress in five domains. Paper presented at the annual conference of the Division for Early Childhood, Council for Exceptional Children, Albuquerque, NM.
46. Priest, J.S., Silberglitt, B., Hall, S., & Estrem, T.L. (2000). Progress on preschool IGDIs for early literacy. Presentation at Heartland Area Education Association, Des Moines, IA.
47. Pugh, K.R., Sandak, R., Frost, S.J., Moore, D.L., & Mencl, W.E. (2006). Neurobiological investigations of skilled and impaired reading. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 64-74). New York: Guilford.
48. Ramey, S.L., & Ramey, C.T. (2006). Early educational interventions: Principles of effective and sustained benefits from targeted early education programs. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 445-459). New York: Guilford.
49. Raudenbush, S.W., & Bryk, A.S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
50. Raudenbush, S.W., Bryk, A.S., & Congdon, R. (2005). HLM: Hierarchical linear and nonlinear modeling (Version 6.02a). Lincolnwood, IL: Scientific Software International.
51. Read, C. (1971). Preschool children's knowledge of English phonology. Harvard Educational Review, 41, 1-34.
52. Read, C. (1986). Children's creative spelling. London: Routledge and Kegan Paul.
53. Roberts, T. (2003). Effects of alphabet letter instruction on young children's word recognition. Journal of Educational Psychology, 95, 41-51.
54. Scarborough, H.S. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York: Guilford.
55. Schneider, W., Kuspert, P., Roth, E., Vise, M., & Marx, H. (1997). Short and long term effects of training phonological awareness in kindergarten: Evidence from two German studies. Journal of Experimental Child Psychology, 66, 311-340.
56. Schneider, W., Roth, E., & Ennemoser, M. (2000). Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92, 284-295.
57. Schweinhart, L.J., & Weikart, D.B. (1988). The High/Scope Perry preschool program. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramso-McKay (Eds.), Fourteen ounces of prevention: A case-book for practitioners (pp. 53-65). Washington, DC: American Psychological Association.
58. Shadish, W.R., Cook, T.D., & Campbell, D.T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.
59. Share, D.L. (2004). Knowing letter names and learning letter sounds: A casual connection. Journal of Experimental Child Psychology, 88, 213-233.
60. Shaywitz, S.E., & Shaywitz, B.A. (2004). Neurobiologic basis for reading and reading disability. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research. Baltimore: Brookes.
61. Shonkoff, J., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods. Washington, DC: National Academy of Sciences.
62. Silliman, E.R., Wilkinson, L.C., & Brea-Spahn, M.R. (2004). Policy and practice imperatives for language and literacy learning: Who will be left behind? In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 97-129). New York: Guilford.
63. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
64. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
65. Stone, C. A., Silliman, E. R., Ehren, B. J., & Apel, K. (Eds.). (2004). Handbook of language and literacy: Development and disorders. New York: Guilford.
66. Stubbs, M. (1980). Language and literacy: The sociolinguistics of reading and writing. Boston: Routledge, and Kegan Paul.
67. Torgesen, J.K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
68. Torgesen, J.K., Wagner, R.K., Rashotte, C.K., Rose, E., Lindamood, P., & Conway, T., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual response to instruction. Journal of Educational Psychology, 91, 579-593.
69. Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D.J. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69, 1524-1540.
70. VanDerHeyden, A.M., & Snyder, P. (2006). Integrating frameworks from early childhood intervention and school psychology to accelerate growth for all young children. School Psychology Review, 35, 519-534.
71. Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
72. Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36, 541-561.
73. Warrick, N., Rubin, H., & Rowe-Walsh, S. (1993). Phoneme awareness in language-delayed children: Comparative studies and intervention. Annals of Dyslexia, 43, 153-173.
74. West, J., Denton, K., & Germino-Hausken, E. (2000). America's kindergartners (NCES 2000-070). Washington, DC: National Center for Education Statistics.
75. Whitehurst, G.J. (2001). Get ready to read. New York: Pearson Early Learning.
76. Whitehurst, G.J., & Lonigan, C.J. (2002). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford.
77. Yeh, S.S. (2003). An evaluation of two approaches for teaching phonemic awareness to children in Head Start. Early Childhood Research Quarterly, 18, 513-529.
78. Zimmerman, I.L., Steiner, V.G., & Pond, R.E. (1992). Preschool language scale (3rd ed.). San Antonio, TX: The Psychological Corporation.