Early reading intervention

Gyovai, Lisa Klett; Cartledge, Gwendolyn; Kourea, Lefki...et.al

dc.contributor.author	Gyovai, Lisa Klett
dc.contributor.author	Cartledge, Gwendolyn
dc.contributor.author	Kourea, Lefki...et.al
dc.date.accessioned	2020-11-03T19:00:35Z
dc.date.available	2020-11-03T19:00:35Z
dc.date.issued	2009
dc.identifier.citation	http://www.jstor.org/stable/27740365	en_US
dc.identifier.uri	DOI: 10.2307/27740365
dc.identifier.uri	${sadil.baseUrl}/handle/123456789/51
dc.description	graophs, tables, data ; 22 p. (includes bibliographical references)	en_US
dc.description.abstract	This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across students was used to investigate the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF), as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski; 2002). Data analyses showed that all students increased in the number of phonemes segmented and the number of letter sounds produced correctly. Gains were commensurate with the amount of instruction received.	en_US
dc.language.iso	en	en_US
dc.publisher	Sage Publications	en_US
dc.relation.ispartofseries	Learning Disability Quarterly · August 2009;Vol.32 N0.3
dc.title	Early reading intervention	en_US
dc.title.alternative	Responding to the early needs of young at-risk English language learners	en_US
dc.type	Article	en_US