Rollanda E. O’Connor|Kathleen M. Bocian|Margaret Beebe-Frankenberger|Danielle L. Linklater
Responsiveness of Students With Language Difficulties to Early Intervention in Reading
University of California, Riverside|University of California, Riverside|University of Montana|University of California, Riverside
children language challenges little known effective early reading interventions studies used language scores exclusionary criteria randomly assigned 78 kindergartners poor language skills small group reading interventions included phonemic awareness alphabetic understanding oral language groups began september midfebruary nearly half students english learners manova groups found earlier intervention led significantly better outcomes interventions begun later kindergarten found similar rates growth students english english learners twice many students immediate delayed treatment scored average range end year pretests predict would good poor responder treatments however january scores letter knowledge phonemic awareness reliably different good poor responders