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The short term effects of early intervention for the enhancement of emergent literacy skills in at risk preschoolers for learning difficulties
Published:
Nov 29, 2024
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2024-11-29 (1)
Keywords:
early intervention, emergent literacy skills kindergarten children at risk Response to Intervention-RtI
Abstract
The purpose of this study was to examine the role of early intervention "Response to Intervention-RtI", in enhancing the emerging literacy skills of kindergarten children at-risk for learning difficulties. Participants in the study were fifty-eight kindergarten children aged 5;1 to 6;1 years old. The experimental group consisted of thirty-four children who performed poorly (below the 25th percentile) in at least four of the seven standardized literacy tests given to them, but with a typical non-verbal intelligence performance. The control group included twenty-four children, who showed typical but not high performance in the respective literacy tests. Twenty two interventions were implemented, eleven of which aimed at phonological awareness and letter knowledge and eleven at vocabulary and concepts about print. In the second phase of the experimental design, five more interventions were carried out focused on the participants deficiencies as they emerged from the assessment of their response to the intervention. The control group followed the basic kindergarten program withοut any differentiation. The results of the present study showed that the intervention of RtI contributes significantly to the enhancement of emerging literacy skills (phonological awareness, literacy, vocabulary, concepts about print) of kindergarten children, who belong to at risk group for learning difficulties. In fact, the performance of the experimental group at the end of the kindergarten school not only reached but also exceeded the performance of the control group in the criterion of distinguishing initial phoneme, receptive vocabulary, expressive vocabulary and the concepts about print. The findings of the present study can be used to identify reliably at-risk children for learning difficulties and to contribute to the design of early teaching intervention programs in kindergarten children belonging to at-risk group for learning difficulties.
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Korakaki, A., Manolitsis, G., & Τafa E. (2024). The short term effects of early intervention for the enhancement of emergent literacy skills in at risk preschoolers for learning difficulties. Preschool and Primary Education, 12(2), 179–199. https://doi.org/10.12681/ppej.37711
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