J. Ron Nelson|Scott A. Stage|Michael H. Epstein|Corey D. Pierce
Effects of a Prereading Intervention on the Literacy and Social Skills of Children
University of Nebraska–Lincoln|University of Washington|University of Nebraska–Lincoln
study investigated effects intensive prereading intervention beginning reading skills social behavior kindergarten children risk behavioral disorders reading difficulties children identified systematic screening process assigned randomly experimental nonspecific treatment conditions children received intensive prereading intervention showed statistically educationally significant gains beginning reading skills relative counterparts nonspecific treatment condition contrast improvements teacher ratings classroom competence emotional behavioral selfcontrol selfconfidence children experimental nonspecific treatment conditions statistically significant one another