Field-Based Evaluation of Two-Tiered Instruction for Enhancing Kindergarten Phonological Awareness |
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| Authors: | C Melanie Schuele PhD Laura M Justice Sonia Q Cabell Kathy Knighton Beverly Kingery Marvin W Lee |
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| Institution: | 1. Department of Hearing and Speech Sciences , Vanderbilt University;2. Curry School of Education, University of Virginia;3. School of Teaching and Learning, The Ohio State University;4. Curry School of Education, University of Virginia;5. Office of Special Programs, West Virginia Department of Education , Extended and Early Learning;6. Superintendent of Schools, Nicholas County Schools , West Virginia;7. Department of Psychology , Tennessee State University |
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| Abstract: | Research Findings: This study reports on the outcomes of a multisite, two-tiered, response-to-intervention instructional model for delivering phonological awareness instruction and intervention to kindergartners. Fifty-seven kindergartners from 3 classrooms participated in a supplemental phonological awareness program, and 56 kindergartners from 3 classrooms received the prevailing school-adopted literacy curriculum. All children in the supplemental condition received supplemental classroom-based phonological awareness instruction in addition to the adopted literacy curriculum. At mid-year, 6 low literacy achievers were identified in each supplemental classroom (n = 18) to participate in an additional 12-week small-group intervention. The classroom-based supplemental curriculum did not produce statistically significant gains for typically achieving children on measures of letter–sound knowledge, word recognition, or developmental spelling. However, an add-on tier of supplemental instruction exerted a substantial advantage for low-achieving children on a measure of developmental spelling. Practice or Policy: Results suggest that a 2-tiered intervention model provides an effective means for improving the literacy outcomes of low-achieving kindergarten children. |
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