Investigating the Effects of an Early Reading Intervention on At-Risk Kindergarteners
Date of Award
Master of Education (MEd)
This study examined the effects of an early reading intervention on a group of at risk kindergarteners. The effects are compared to a similar group of at-risk kindergarteners that did not receive an intervention. Using the Scott Foresman Early Reading Intervention (ERI) treatment students were given 3 30-minute lessons a week for 6 weeks while non-treatment students received no intervention. The ERI placement test was used as a pre and posttest measure. Results indicated treatment students benefited from the 6-week intervention, as scores were significantly higher on letter naming and letter sound knowledge. Implications for early reading interventions are discussed.
Black, Jessica, "Investigating the Effects of an Early Reading Intervention on At-Risk Kindergarteners" (2015). M.S.Ed. in Early Childhood Research Projects. 17.