The Effects of a Supplemental Early Reading Intervention on the Literacy Development of Kindergarten Children Exhibiting Concurrent Weaknesses in Attention and Emergent Literacy Skills

This study investigated the effects of a supplemental prereading intervention on the early literacy skills of kindergarten children with co-existing weaknesses in emergent literacy skills and attention. Four children (3 boys, 1 girl) received one-on-one tutoring 4 days a week for approximately 18 weeks. A multiple-baseline across individuals design was used to analyze the effects of the intervention on children’s letter knowledge and phonemic awareness. Biweekly progress monitoring was conducted using curriculum-based measures throughout the baseline and intervention phases. Maintenance of skills was assessed six weeks after the conclusion of the program. The results indicated that children’s letter knowledge and phonemic awareness skills improved over time. The findings support the use of targeted early intervention to improve the emergent literacy skills of kindergarten students who are inattentive and at risk for reading failure.Ph.D