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Research Report

Emergent Literacy Intervention for Prekindergarteners at Risk for Reading Failure: Years 2 and 3 of a Multiyear Study

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This study examined the effectiveness of an for prekindergarten children at risk for reading failure, to replicate and improve on significant findings from Year 1 of the study (opens in a new window). Lessons targeted critical emergent literacy skills through explicit, developmentally appropriate activities for prekindergarteners. Hierarchical linear models were used to nest children within center and measure treatment effects on , alphabet knowledge, and skills. Results indicated significant treatment effects on multiple measures in Years 2 and 3. This study replicated and strengthened findings from Year 1 in demonstrating a positive impact of this intervention for prekindergarteners at risk for reading failure.

Citation

Bailet, L.L., Repper, K., Murphy, S., Piasta, S., Zettler-Greeley, C. (2013) Emergent Literacy Intervention for Prekindergarteners at Risk for Reading Failure: Years 2 and 3 of a Multiyear Study, Journal of Learning Disabilities March/April 2013 vol. 46 no. 2 133-153.
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