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

This study examined the effectiveness of an emergent literacyThe view that literacy learning begins at birth and is nurtured through meaningful literacy-related activities between children and adults — long before formal reading instruction. interventionAdditional small group or individualized instruction that is tailored to children's needs so they can make progress and be on track to meet grade-level learning goals. 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 phonological awarenessA group of skills related to the ability to recognize the parts of spoken words. , alphabet knowledge, and vocabularyKnowledge of the meaning and pronunciation of words. 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.