Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention With Preschoolers With Early Literacy Deficits Purpose The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. Method A multiple-baseline design across participants was used to evaluate the efficacy ... Research Article
Research Article  |   May 01, 2015
Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention With Preschoolers With Early Literacy Deficits
 
Author Affiliations & Notes
  • Lydia G. Kruse
    The Ohio State University, Columbus
  • Trina D. Spencer
    Northern Arizona University, Flagstaff
  • Arnold Olszewski
    University of South Florida, Tampa
  • Howard Goldstein
    University of South Florida, Tampa
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Lydia G. Kruse: kruse.101@buckeyemail.osu.edu
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: Julie Wolter
    Associate Editor: Julie Wolter×
Article Information
Development / Speech, Voice & Prosodic Disorders / School-Based Settings / Normal Language Processing / Speech, Voice & Prosody / Research Articles
Research Article   |   May 01, 2015
Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention With Preschoolers With Early Literacy Deficits
American Journal of Speech-Language Pathology, May 2015, Vol. 24, 189-205. doi:10.1044/2015_AJSLP-14-0035
History: Received March 13, 2014 , Revised August 11, 2014 , Accepted December 30, 2014
 
American Journal of Speech-Language Pathology, May 2015, Vol. 24, 189-205. doi:10.1044/2015_AJSLP-14-0035
History: Received March 13, 2014; Revised August 11, 2014; Accepted December 30, 2014
Web of Science® Times Cited: 5

Purpose The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers.

Method A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study.

Results The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge.

Conclusions Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum.

Acknowledgments
This work was supported in part by Cooperative Agreement R324C080011, the Center for Response to Intervention in Early Childhood, from the Institute of Education Sciences, U.S. Department of Education.
Order a Subscription
Pay Per View
Entire American Journal of Speech-Language Pathology content & archive
24-hour access
This Article
24-hour access