Christopher J. Lonigan|David J. Purpura|Shauna B. Wilson|Patricia M. Walker|Jeanine Clancy?Menchetti
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties
Florida State University|Florida State University|Florida State University|Florida State University|Florida State University
many preschool children risk reading problems inadequate emergent literacy skills evidence supports effectiveness interventions promote skills questions remain intervention components work whether combining intervention components result larger gains study 324 preschoolers mean age 5432 months sd 588 lowincome backgrounds 46 girls 54 boys 82 african american 14 white 4 randomized combinations meaningfocused dialogic reading shared reading codefocused phonological awareness letter knowledge interventions control group interventions statistically significant positive impacts measures respective skill domains combinations interventions enhance outcomes across domains indicating instructional needs areas weakness young children risk later reading difficulties less time intervention combined phonological awareness letter knowledge intervention conditions however result reduced effects relative nearly twice much time intervention children received either phonological awareness intervention letter knowledge intervention finding suggests relatively compact codefocused intervention address needs children weaknesses domains