An Assessment of Early Steps: A Program for Early Intervention of Reading Problems

In this study the authors examine issues related to selecting and evaluating early intervention programs for first graders at serious risk for failing in reading acquisition. The program evaluated is Early Steps, an intervention with one-to-one tutoring and with particular emphasis on story reading,...

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Published inReading research quarterly Vol. 34; no. 1; pp. 54 - 79
Main Authors Santa, Carol M., Høien, Torleiv
Format Journal Article
LanguageEnglish
Published Oxford, UK Blackwell Publishing Ltd 01.01.1999
International Reading Association
Subjects
At risk students
At risk youth
Beginning Reading
Child psychology
childhood
Children
Children & youth
Childrens literature
Control groups
Curriculum subjects: programmes and methods
early childhood
Early Intervention
Educational psychology
Educational sciences
experiment
Grade 1
High Risk Students
Instructional Effectiveness
intervention
Invented Spelling
learner
Learning
Literacy
methodology
new
phonics
Phonological Awareness
Phonology
Primary Education
program
Program Descriptions
Program Evaluation
programs
Readers
Reading Achievement
Reading comprehension
Reading Deficiencies
Reading difficulties
Reading Failure
Reading Improvement
Reading Programs
Reading research
Reading Skills
Reading, writing
Remedial Reading
Researchers
scientific
sociocultural
socioeconomic
Speech discrimination
strategies
struggling
Teaching methods
theoretical
topic
Tutoring
type
Vowels
Writing
Writing instruction
Youths at risk
Primary School Student
Learning Aptitude
Language Disorder
Dyslexia
Teaching method
Phonology
Early Reading
Online AccessGet full text

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Abstract In this study the authors examine issues related to selecting and evaluating early intervention programs for first graders at serious risk for failing in reading acquisition. The program evaluated is Early Steps, an intervention with one-to-one tutoring and with particular emphasis on story reading, writing, and phonological skills. Four neighborhood schools were selected to participate in the study--two experimental and two control schools. The 49 children came from lower- to middle-class Caucasian families with similar socioeconomic backgrounds. The design of the study includes pre-, post-, and retention assessments of an experimental and a control group. Various tests were used to assess spelling performance, word recognition, nonword reading, and reading comprehension. The results at the end of Grade 1 and at the beginning of Grade 2 indicate that the experimental group performed statistically significantly better than the control group on all variables assessed. In particular, the children with the lowest pretest levels, the very high-risk children, benefit most from the intervention. Their improvement approaches the average performance level after an intervention period of 8 months. We presume that the substantial progress among high-risk children reflects the importance of a balanced approach to beginning reading and the power of the Early Steps program to increase the phonological and word study skills among those children most at risk in this domain. /// [Spanish] En este estudio los autores examinan cuestiones relacionadas con la selección y evaluación de programas de intervención temprana para niños de primer grado que corren riesgo de fracasar en la adquisición de la lectura. El programa evaluado es Primeros Pasos, una intervención que consiste en tutorías uno a uno, con énfasis particular en lectura de cuentos, escritura y habilidades fonológicas. Cuatro escuelas barriales fueron seleccionadas para participar en el estudio--dos escuelas experimentales y dos escuelas de control. Los 49 niños provenían de familias caucásicas de clase media a baja, con entornos socio-económicos similares. El diseño del estudio incluye evaluaciones pre, post y de retención de un grupo experimental y un grupo de control. Se utilizaron varias pruebas para evaluar el desempeño en escritura, reconocimiento de palabras, lectura de no-palabras y comprensión lectora. Los resultados al final de primer grado y al comienzo de segundo grado indican que el grupo experimental se desempeñó estadísticamente mejor que el grupo de control en todas las variables medidas. En particular, los niños con los niveles pretest más bajos, los de alto riesgo, fueron los más beneficiados por la intervención. Su desempeño se acera al desempeño promedio luego de un período de intervención de ocho meses. Consideramos que el progreso sustancial entre los niños de alto riesgo refleja la importancia de un abordaje equilibrado de la lectura inicial y el poder del programa Primeros Pasos para mejorar las habilidades fonológicas y de lectura de palabras de los niños que corren mayor riesgo en esta área. /// [German] In dieser Studie untersuchen die Autoren Sachverhalte in Beziehung auf Auswahl und Bewertung frühzeitiger Eingriffsprogramme für Erstkläßler, welche ernstlich ein Risiko laufen, beim Aneignen von Lesefähigkeiten zu versagen. Das bewertete Programm heißt "Frühe Schritte"--ein Eingreifen von individuell erteiltem Nachhilfeunterricht mit besonderem Nachdruck auf das Lesen von Geschichten, Schreibfertigkeiten und phonologischen Fähigkeiten. Vier benachbarte Schulen wurden zur Teilnahme an der Studie ausgewählt--zwei Experimentell- und zwei Kontroll-Schulen. Die 49 Kinder stammten aus unteren und mittleren Schichten, Familien kaukasischer Herkunft mit gleichartigen sozio-ökonomischen Hintergründen. Der Zuschnitt der Studie schließt Vor-, Nach- und Zwischenbewertungen einer Experimentell- und einer Kontroll-Gruppe ein. Verschiedene Tests wurden benutzt, um die Buchstabierleistung, das Erkennen von Worten, Lesen von Silben, und das Leseverständnis zu bewerten. Die Ergebnisse am Ende der ersten Klasse und am Anfang der zweiten Klasse zeigen, daß die experimentelle Gruppe statistisch wesentlich besser als die Kontrollgruppe bei allen beurteilten Variablen abschnitt. Insbesondere die Kinder mit den niedrigsten Vorprüfungsergebnissen, die hochgradig risikogefährdeten Kinder, zogen den meisten Nutzen aus dem Eingriff. Ihre Verbesserung erreicht den durchschnittlichen Leistungsgrad nach acht Monaten Eingriffszeit. Wir vermuten, daß der wesentliche Fortschritt unter hochgradig risikogefährdeten Kindern die Wichtigkeit einer ausgeglichenen Annäherung beim Lesebeginn und die Leistung des "Frühzeitige Schritte" Programms zur Steigerung der phonologischen und wortbildenden Lernfähigkeiten unter den in diesem Bereich am meisten gefährdeten Kindern widerspiegelt. /// [French] Dans cette étude les auteurs examinent les questions liées à la sélection et à l'évaluation des programmes d'intervention précoce auprès d'enfants de première année présentant de sérieux risques d'échec dans l'apprentissage de la lecture. On a évalué le programme Premiers Pas, qui s'effectue sous forme de tutorat individuel et met particulièrement l'accent sur la lecture d'histoires, l'écriture, et les compétences phonologiques. On a sélectionné quatre écoles de quartier pour participer à cette étude--deux écoles expérimentales et deux écoles témoin. Les 49 enfants provenaient de familles caucasiennes de milieu défavorisé ou moyen comparables du point de vue socio-économique. Le plan de recherche comportait des évaluations pré-, post-, et différées des groupes expérimental et contrôle. On a utilisé différents tests pour évaluer les résultats en écriture, reconnaissance de mots, lecture de non mots, et compréhension de la lecture. Les résultats en fin de première année et en début de deuxième année indiquent que le groupe expérimental a réussi significativement mieux que le groupe témoin pour toutes les variables évaluées. En particulier, les enfants les plus faibles au prétest et les enfants à risque d'échec maximum sont ceux qui ont tiré le plus bénéfice de l'intervention. Leur progression fait qu'ils sont près de la moyenne au bout de huit mois d'intervention. Nous supposons que les progrès substantiels des enfants à haut risque reflètent l'importance d'une approche équilibrée de l'entrée dans l'écrit et la capacité qu'a le programme Premiers Pas d'améliorer les compétences phonologiques et lexicales des enfants les plus à risque dans ce domaine.
AbstractList Issues related to selecting & evaluating early intervention programs for at-risk first-grade readers are discussed, & the intervention program Early Steps with one-to-one tutoring & emphasis on story reading, writing, & phonological skills is evaluated. Pre-, post-, & retention assessments were made of an experimental & a control group (N = 23 & 26, respectively). Various tests were used to assess spelling performance, word recognition, nonword reading, & reading comprehension. The results at the end of Grade 1 & at the beginning of Grade 2 indicated that the experimental group performed statistically significantly better than the control group on all variables assessed. In particular, the children with the lowest pretest levels, the very high-risk children, benefited most from the intervention. It is believed that the substantial progress among high-risk children reflects the importance of a balanced approach to beginning reading & the power of the Early Steps program to increase the phonological & word study skills among those children most at risk in this domain. 11 Tables, 5 Appendixes, 61 References. Adapted from the source document
Describes general parameters used by school personnel in Kalispell, Montana, for choosing the Early Steps 1-to-1 early intervention program, a balanced approach with particular emphasis on story reading, writing, and phonological skills. Evaluates effectiveness of the program, finding it led to accelerated growth, particularly for children most at risk for reading failure. (SR)
In this study the authors examine issues related to selecting and evaluating early intervention programs for first graders at serious risk for failing in reading acquisition. The program evaluated is Early Steps, an intervention with one‐to‐one tutoring and with particular emphasis on story reading, writing, and phonological skills. Four neighborhood schools were selected to participate in the study—two experimental and two control schools. The 49 children came from lower‐ to middle‐class Caucasian families with similar socioeconomic backgrounds. The design of the study includes pre‐, post‐, and retention assessments of an experimental and a control group. Various tests were used to assess spelling performance, word recognition, nonword reading, and reading comprehension. The results at the end of Grade 1 and at the beginning of Grade 2 indicate that the experimental group performed statistically significantly better than the control group on all variables assessed. In particular, the children with the lowest pretest levels, the very high‐risk children, benefit most from the intervention. Their improvement approaches the average performance level after an intervention period of 8 months. We presume that the substantial progress among high‐risk children reflects the importance of a balanced approach to beginning reading and the power of the Early Steps program to increase the phonological and word study skills among those children most at risk in this domain. [This article is reprinted in Evidence‐Based Reading Instruction . www.reading.orgpublicationsbbvbooksbk460 ] En este estudio los autores examinan cuestiones relacionadas con la selección y evaluación de programas de intervención temprana para niños de primer grado que corren riesgo de fracasar en la adquisición de la lectura. El programa evaluado es Primeros Pasos, una intervención que consiste en tutorías uno a uno, con énfasis particular en lectura de cuentos, escritura y habilidades fonológicas. Cuatro escuelas barriales fueron seleccionadas para participar en el estudio ‐ dos escuelas experimentales y dos escuelas de control. Los 49 niños provenían de familias caucásicas de clase media a baja, con entornos socio‐económicos similares. El diseño del estudio incluye evaluaciones pre, post y de retención de un grupo experimental y un grupo de control. Se utilizaron varias pruebas para evaluar el desempeño en escritura, reconocimiento de palabras, lectura de no‐palabras y comprensión lectora. Los resultados al final de primer grado y al comienzo de segundo grado indican que el grupo experimental se desempeñó estadísticamente mejor que el grupo de control en todas las variables medidas. En particular, los niños con los niveles pretest más bajos, los de alto riesgo, fueron los más beneficiados por la intervención. Su desempeño se acera al desempeño promedio luego de un período de intervención de ocho meses. Consideramos que el progreso sustancial entre los niños de alto riesgo refleja la importancia de un abordaje equilibrado de la lectura inicial y el poder del programa Primeros Pasos para mejorar las habilidades fonológicas y de lectura de palabras de los niños que corren mayor riesgo en esta área. In dieser Studie untersuchen die Autoren Sachverhalte in Beziehung auf Auswahl und Bewertung frühzeitiger Eingriffsprogramme für Erstkläßler, welche ernstlich ein Risiko laufen, beim Aneignen von Lesefähigkeiten zu versagen. Das bewertete Programm heißt “Frühe Schritte” ‐ ein Eingreifen von individuell erteiltem Nachhilfeunterricht mit besonderem Nachdruck auf das Lesen von Geschichten, Schreibfertigkeiten und phonologischen Fähigkeiten. Vier benachbarte Schulen wurden zur Teilnahme an der Studie ausgewählt ‐ zwei Experimentell‐ und zwei Kontroll‐Schulen. Die 49 Kinder stammten aus unteren und mittleren Schichten, Familien kaukasischer Herkunft mit gleichartigen sozio‐ökonomischen Hintergründen. Der Zuschnitt der Studie schließt Vor‐, Nachund Zwischenbewertungen einer Experimentell‐ und einer KontrollGruppe ein. Verschiedene Tests wurden benutzt, um die Buchstabierleistung, das Erkennen von Worten, Lesen von Silben, corren mayor riesgo en esta área. und das Leseverständnis zu bewerten. Die Ergebnisse am Ende der ersten Klasse und am Anfang der zweiten Klasse zeigen, daß die experimentelle Gruppe statistisch wesentlich besser als die Kontrollgruppe bei allen beurteilten Variablen abschnitt. Insbesondere die Kinder mit den niedrigsten Vorprüfungsergebnissen, die hochgradig risikogefährdeten Kinder, zogen den meisten Nutzen aus dem Eingriff. Ihre Verbesserung erreicht den durchschnittlichen Leistungsgrad nach acht Monaten Eingriffszeit. Wir vermuten, daß der wesentliche Fortschritt unter hochgradig risikogefährdeten Kindern die Wichtigkeit einer ausgeglichenen Annäherung beim Lesebeginn und die Leistung des “Frühzeitige Schritte” Programms zur Steigerung der phonologischen und wortbildenden Lernfähigkeiten unter den in diesem Bereich am meisten gefährdeten Kindern widerspiegelt. Dans cette étude les auteurs examinent les questions liées à la sélection et à l'évaluation des programmes d'intervention précoce auprès d'enfants de première année présentant de sérieux risques d'échec dans l'apprentissage de la lecture. On a évalué le programme Premiers Pas, qui s'effectue sous forme de tutorat individuel et met particulièrement l'accent sur la lecture d'histoires, l'écriture, et les compétences phonologiques. On a sélectionné quatre écoles de quartier pour participer à cette étude—deux écoles expérimentales et deux écoles témoin. Les 49 enfants provenaient de familles caucasiennes de milieu défavorisé ou moyen comparables du point de vue socio‐économique. Le plan de recherche comportait des évaluations pré‐, post‐, et différées des groupes expérimental et contrôle. On a utilisé différents tests pour évaluer les résultats en écriture, reconnaissance de mots, lecture de non mots, et compréhension de la lecture. Les résultats en fin de première année et en début de deuxième année indiquent que le groupe expérimental a réussi significativement mieux que le groupe témoin pour toutes les variables évaluées. En particulier, les enfants les plus faibles au prétest et les enfants à risque d'échec maximum sont ceux qui ont tiré le plus bénéfice de l'intervention. Leur progression fait qu'ils sont près de la moyenne au bout de huit mois d'intervention. Nous supposons que les progrès substantiels des enfants à haut risque reflètent l'importance d'une approche équilibrée de l'entrée dans l'écrit et la capacité qu'a le programme Premiers Pas d'améliorer les compétences phonologiques et lexicales des enfants les plus à risque dans ce domaine.
[...]we anticipated that our data might help clarify some of the factors leading to the improved reading performance of at-risk children. The children were grouped so that they were reading on approximately the same level of difficulty. [...]the emphasis on book reading was similar in the experimental and control groups. In such cases the use of analysis of covariance (ANCOVA) can help reduce potential bias, but it is important to first ascertain which preintervention factors make a statistically significant contribution to the variance in the dependent variable. [...]a regression analysis was performed with spelling as the dependent variable and with the four preintervention tests (letter knowledge, concept-ofword, spelling, and word recognition) as predictors. [...]we do not consider the regression effect to be an important factor when trying to explain the progress found among the high-risk experimental group children, because there is no reason to expect that the regression effect would have a different impact on high-risk experimental than on high-risk control group children.
In this study the authors examine issues related to selecting and evaluating early intervention programs for first graders at serious risk for failing in reading acquisition. The program evaluated is Early Steps, an intervention with one-to-one tutoring and with particular emphasis on story reading, writing, and phonological skills. Four neighborhood schools were selected to participate in the study--two experimental and two control schools. The 49 children came from lower- to middle-class Caucasian families with similar socioeconomic backgrounds. The design of the study includes pre-, post-, and retention assessments of an experimental and a control group. Various tests were used to assess spelling performance, word recognition, nonword reading, and reading comprehension. The results at the end of Grade 1 and at the beginning of Grade 2 indicate that the experimental group performed statistically significantly better than the control group on all variables assessed. In particular, the children with the lowest pretest levels, the very high-risk children, benefit most from the intervention. Their improvement approaches the average performance level after an intervention period of 8 months. We presume that the substantial progress among high-risk children reflects the importance of a balanced approach to beginning reading and the power of the Early Steps program to increase the phonological and word study skills among those children most at risk in this domain. /// [Spanish] En este estudio los autores examinan cuestiones relacionadas con la selección y evaluación de programas de intervención temprana para niños de primer grado que corren riesgo de fracasar en la adquisición de la lectura. El programa evaluado es Primeros Pasos, una intervención que consiste en tutorías uno a uno, con énfasis particular en lectura de cuentos, escritura y habilidades fonológicas. Cuatro escuelas barriales fueron seleccionadas para participar en el estudio--dos escuelas experimentales y dos escuelas de control. Los 49 niños provenían de familias caucásicas de clase media a baja, con entornos socio-económicos similares. El diseño del estudio incluye evaluaciones pre, post y de retención de un grupo experimental y un grupo de control. Se utilizaron varias pruebas para evaluar el desempeño en escritura, reconocimiento de palabras, lectura de no-palabras y comprensión lectora. Los resultados al final de primer grado y al comienzo de segundo grado indican que el grupo experimental se desempeñó estadísticamente mejor que el grupo de control en todas las variables medidas. En particular, los niños con los niveles pretest más bajos, los de alto riesgo, fueron los más beneficiados por la intervención. Su desempeño se acera al desempeño promedio luego de un período de intervención de ocho meses. Consideramos que el progreso sustancial entre los niños de alto riesgo refleja la importancia de un abordaje equilibrado de la lectura inicial y el poder del programa Primeros Pasos para mejorar las habilidades fonológicas y de lectura de palabras de los niños que corren mayor riesgo en esta área. /// [German] In dieser Studie untersuchen die Autoren Sachverhalte in Beziehung auf Auswahl und Bewertung frühzeitiger Eingriffsprogramme für Erstkläßler, welche ernstlich ein Risiko laufen, beim Aneignen von Lesefähigkeiten zu versagen. Das bewertete Programm heißt "Frühe Schritte"--ein Eingreifen von individuell erteiltem Nachhilfeunterricht mit besonderem Nachdruck auf das Lesen von Geschichten, Schreibfertigkeiten und phonologischen Fähigkeiten. Vier benachbarte Schulen wurden zur Teilnahme an der Studie ausgewählt--zwei Experimentell- und zwei Kontroll-Schulen. Die 49 Kinder stammten aus unteren und mittleren Schichten, Familien kaukasischer Herkunft mit gleichartigen sozio-ökonomischen Hintergründen. Der Zuschnitt der Studie schließt Vor-, Nach- und Zwischenbewertungen einer Experimentell- und einer Kontroll-Gruppe ein. Verschiedene Tests wurden benutzt, um die Buchstabierleistung, das Erkennen von Worten, Lesen von Silben, und das Leseverständnis zu bewerten. Die Ergebnisse am Ende der ersten Klasse und am Anfang der zweiten Klasse zeigen, daß die experimentelle Gruppe statistisch wesentlich besser als die Kontrollgruppe bei allen beurteilten Variablen abschnitt. Insbesondere die Kinder mit den niedrigsten Vorprüfungsergebnissen, die hochgradig risikogefährdeten Kinder, zogen den meisten Nutzen aus dem Eingriff. Ihre Verbesserung erreicht den durchschnittlichen Leistungsgrad nach acht Monaten Eingriffszeit. Wir vermuten, daß der wesentliche Fortschritt unter hochgradig risikogefährdeten Kindern die Wichtigkeit einer ausgeglichenen Annäherung beim Lesebeginn und die Leistung des "Frühzeitige Schritte" Programms zur Steigerung der phonologischen und wortbildenden Lernfähigkeiten unter den in diesem Bereich am meisten gefährdeten Kindern widerspiegelt. /// [French] Dans cette étude les auteurs examinent les questions liées à la sélection et à l'évaluation des programmes d'intervention précoce auprès d'enfants de première année présentant de sérieux risques d'échec dans l'apprentissage de la lecture. On a évalué le programme Premiers Pas, qui s'effectue sous forme de tutorat individuel et met particulièrement l'accent sur la lecture d'histoires, l'écriture, et les compétences phonologiques. On a sélectionné quatre écoles de quartier pour participer à cette étude--deux écoles expérimentales et deux écoles témoin. Les 49 enfants provenaient de familles caucasiennes de milieu défavorisé ou moyen comparables du point de vue socio-économique. Le plan de recherche comportait des évaluations pré-, post-, et différées des groupes expérimental et contrôle. On a utilisé différents tests pour évaluer les résultats en écriture, reconnaissance de mots, lecture de non mots, et compréhension de la lecture. Les résultats en fin de première année et en début de deuxième année indiquent que le groupe expérimental a réussi significativement mieux que le groupe témoin pour toutes les variables évaluées. En particulier, les enfants les plus faibles au prétest et les enfants à risque d'échec maximum sont ceux qui ont tiré le plus bénéfice de l'intervention. Leur progression fait qu'ils sont près de la moyenne au bout de huit mois d'intervention. Nous supposons que les progrès substantiels des enfants à haut risque reflètent l'importance d'une approche équilibrée de l'entrée dans l'écrit et la capacité qu'a le programme Premiers Pas d'améliorer les compétences phonologiques et lexicales des enfants les plus à risque dans ce domaine.
ABSTRACTS In this study the authors examine issues related to selecting and evaluating early intervention programs for first graders at serious risk for failing in reading acquisition. The program evaluated is Early Steps, an intervention with one‐to‐one tutoring and with particular emphasis on story reading, writing, and phonological skills. Four neighborhood schools were selected to participate in the study—two experimental and two control schools. The 49 children came from lower‐ to middle‐class Caucasian families with similar socioeconomic backgrounds. The design of the study includes pre‐, post‐, and retention assessments of an experimental and a control group. Various tests were used to assess spelling performance, word recognition, nonword reading, and reading comprehension. The results at the end of Grade 1 and at the beginning of Grade 2 indicate that the experimental group performed statistically significantly better than the control group on all variables assessed. In particular, the children with the lowest pretest levels, the very high‐risk children, benefit most from the intervention. Their improvement approaches the average performance level after an intervention period of 8 months. We presume that the substantial progress among high‐risk children reflects the importance of a balanced approach to beginning reading and the power of the Early Steps program to increase the phonological and word study skills among those children most at risk in this domain. [This article is reprinted in Evidence‐Based Reading Instruction. www.reading.orgpublicationsbbvbooksbk460] En este estudio los autores examinan cuestiones relacionadas con la selección y evaluación de programas de intervención temprana para niños de primer grado que corren riesgo de fracasar en la adquisición de la lectura. El programa evaluado es Primeros Pasos, una intervención que consiste en tutorías uno a uno, con énfasis particular en lectura de cuentos, escritura y habilidades fonológicas. Cuatro escuelas barriales fueron seleccionadas para participar en el estudio ‐ dos escuelas experimentales y dos escuelas de control. Los 49 niños provenían de familias caucásicas de clase media a baja, con entornos socio‐económicos similares. El diseño del estudio incluye evaluaciones pre, post y de retención de un grupo experimental y un grupo de control. Se utilizaron varias pruebas para evaluar el desempeño en escritura, reconocimiento de palabras, lectura de no‐palabras y comprensión lectora. Los resultados al final de primer grado y al comienzo de segundo grado indican que el grupo experimental se desempeñó estadísticamente mejor que el grupo de control en todas las variables medidas. En particular, los niños con los niveles pretest más bajos, los de alto riesgo, fueron los más beneficiados por la intervención. Su desempeño se acera al desempeño promedio luego de un período de intervención de ocho meses. Consideramos que el progreso sustancial entre los niños de alto riesgo refleja la importancia de un abordaje equilibrado de la lectura inicial y el poder del programa Primeros Pasos para mejorar las habilidades fonológicas y de lectura de palabras de los niños que corren mayor riesgo en esta área. In dieser Studie untersuchen die Autoren Sachverhalte in Beziehung auf Auswahl und Bewertung frühzeitiger Eingriffsprogramme für Erstkläßler, welche ernstlich ein Risiko laufen, beim Aneignen von Lesefähigkeiten zu versagen. Das bewertete Programm heißt “Frühe Schritte” ‐ ein Eingreifen von individuell erteiltem Nachhilfeunterricht mit besonderem Nachdruck auf das Lesen von Geschichten, Schreibfertigkeiten und phonologischen Fähigkeiten. Vier benachbarte Schulen wurden zur Teilnahme an der Studie ausgewählt ‐ zwei Experimentell‐ und zwei Kontroll‐Schulen. Die 49 Kinder stammten aus unteren und mittleren Schichten, Familien kaukasischer Herkunft mit gleichartigen sozio‐ökonomischen Hintergründen. Der Zuschnitt der Studie schließt Vor‐, Nachund Zwischenbewertungen einer Experimentell‐ und einer KontrollGruppe ein. Verschiedene Tests wurden benutzt, um die Buchstabierleistung, das Erkennen von Worten, Lesen von Silben, corren mayor riesgo en esta área. und das Leseverständnis zu bewerten. Die Ergebnisse am Ende der ersten Klasse und am Anfang der zweiten Klasse zeigen, daß die experimentelle Gruppe statistisch wesentlich besser als die Kontrollgruppe bei allen beurteilten Variablen abschnitt. Insbesondere die Kinder mit den niedrigsten Vorprüfungsergebnissen, die hochgradig risikogefährdeten Kinder, zogen den meisten Nutzen aus dem Eingriff. Ihre Verbesserung erreicht den durchschnittlichen Leistungsgrad nach acht Monaten Eingriffszeit. Wir vermuten, daß der wesentliche Fortschritt unter hochgradig risikogefährdeten Kindern die Wichtigkeit einer ausgeglichenen Annäherung beim Lesebeginn und die Leistung des “Frühzeitige Schritte” Programms zur Steigerung der phonologischen und wortbildenden Lernfähigkeiten unter den in diesem Bereich am meisten gefährdeten Kindern widerspiegelt. Dans cette étude les auteurs examinent les questions liées à la sélection et à l'évaluation des programmes d'intervention précoce auprès d'enfants de première année présentant de sérieux risques d'échec dans l'apprentissage de la lecture. On a évalué le programme Premiers Pas, qui s'effectue sous forme de tutorat individuel et met particulièrement l'accent sur la lecture d'histoires, l'écriture, et les compétences phonologiques. On a sélectionné quatre écoles de quartier pour participer à cette étude—deux écoles expérimentales et deux écoles témoin. Les 49 enfants provenaient de familles caucasiennes de milieu défavorisé ou moyen comparables du point de vue socio‐économique. Le plan de recherche comportait des évaluations pré‐, post‐, et différées des groupes expérimental et contrôle. On a utilisé différents tests pour évaluer les résultats en écriture, reconnaissance de mots, lecture de non mots, et compréhension de la lecture. Les résultats en fin de première année et en début de deuxième année indiquent que le groupe expérimental a réussi significativement mieux que le groupe témoin pour toutes les variables évaluées. En particulier, les enfants les plus faibles au prétest et les enfants à risque d'échec maximum sont ceux qui ont tiré le plus bénéfice de l'intervention. Leur progression fait qu'ils sont près de la moyenne au bout de huit mois d'intervention. Nous supposons que les progrès substantiels des enfants à haut risque reflètent l'importance d'une approche équilibrée de l'entrée dans l'écrit et la capacité qu'a le programme Premiers Pas d'améliorer les compétences phonologiques et lexicales des enfants les plus à risque dans ce domaine.
Author Santa, Carol M.
Høien, Torleiv
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Keywords Primary School Student
Learning Aptitude
Language Disorder
Dyslexia
Teaching method
Phonology
Early Reading
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1979; 17
1995; 30
1993; 8
1984; 84
1991; 2
1991; 17
1989; 42
1993; 28
1987; 6
1988; 40A
1994; 23
1998
1996
1996; 96
1995
1994
1992
1994; 29
1991
1995; 1
1989; 24
1987; 19
1997 November
1985; 39
1989; 10
1990
1986; 42
1995; 49
1986; 21
1986; 9
1986; 4
1986; 5
1986; 25
1987
1986
1988; 22
1988; 23
1985
1994; 57
1992; 24
1988; 41
1981; 74
1990; 91
1969
1994; 10
1990; 50
1996; 88
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Just M.A. (e_1_2_1_22_1) 1987
Lundberg I. (e_1_2_1_23_1) 1994
Treiman R. (e_1_2_1_54_1) 1992
Clay M.M. (e_1_2_1_10_1) 1985
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Pinnell G.S. (e_1_2_1_41_1) 1987
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Snippet In this study the authors examine issues related to selecting and evaluating early intervention programs for first graders at serious risk for failing in...
ABSTRACTS In this study the authors examine issues related to selecting and evaluating early intervention programs for first graders at serious risk for...
Describes general parameters used by school personnel in Kalispell, Montana, for choosing the Early Steps 1-to-1 early intervention program, a balanced...
[...]we anticipated that our data might help clarify some of the factors leading to the improved reading performance of at-risk children. The children were...
Issues related to selecting & evaluating early intervention programs for at-risk first-grade readers are discussed, & the intervention program Early Steps with...
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SubjectTerms At risk students
At risk youth
Beginning Reading
Child psychology
childhood
Children
Children & youth
Childrens literature
Control groups
Curriculum subjects: programmes and methods
early childhood
Early Intervention
Educational psychology
Educational sciences
experiment
Grade 1
High Risk Students
Instructional Effectiveness
intervention
Invented Spelling
learner
Learning
Literacy
methodology
new
phonics
Phonological Awareness
Phonology
Primary Education
program
Program Descriptions
Program Evaluation
programs
Readers
Reading Achievement
Reading comprehension
Reading Deficiencies
Reading difficulties
Reading Failure
Reading Improvement
Reading Programs
Reading research
Reading Skills
Reading, writing
Remedial Reading
Researchers
scientific
sociocultural
socioeconomic
Speech discrimination
strategies
struggling
Teaching methods
theoretical
topic
Tutoring
type
Vowels
Writing
Writing instruction
Youths at risk
Title An Assessment of Early Steps: A Program for Early Intervention of Reading Problems
URI https://api.istex.fr/ark:/67375/WNG-VSL5KTH6-N/fulltext.pdf
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http://eric.ed.gov/ERICWebPortal/detail?accno=EJ581319
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https://www.proquest.com/docview/85688729
Volume 34
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