Goldstein Howard, Olszewski Arnold, Haring Christa, Greenwood Charles R, McCune Luke, Carta Judith, Atwater Jane, Guerrero Gabriela, Schneider Naomi, McCarthy Tanya, Kelley Elizabeth S
University of South Florida, Tampa, FL.
University of Kansas, Kansas City.
J Speech Lang Hear Res. 2017 Jan 1;60(1):89-103. doi: 10.1044/2016_JSLHR-L-15-0451.
Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills.
A cluster randomized design with 104 preschool-age children in 39 classrooms was used to determine the efficacy of a supplemental PA curriculum, PAth to Literacy. The curriculum consists of 36 daily scripted 10-min lessons with interactive games designed to teach PA and alphabet skills. A vocabulary intervention (Story Friends), which also uses a small-group format, served as the comparison condition.
Multilevel modeling indicated that children in the experimental condition demonstrated significantly greater gains on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) First Sound Fluency (Dynamic Measurement Group, 2006) and Word Parts Fluency (Kaminski & Powell-Smith, 2011) measures. Educational relevance was evident: 82% of the children in the experimental condition met the kindergarten benchmark for First Sound Fluency compared with 34% of the children in the comparison condition. Teachers reported overall satisfaction with the lessons.
Results indicated that the vast majority of children demonstrating early literacy delays in preschool may benefit from a supplemental PA curriculum that has the potential to prevent reading difficulties as children transition to kindergarten.
在幼儿园入学前未掌握早期读写技能，尤其是语音意识（PA）和字母知识的儿童，有阅读困难的风险。我们对那些在这些技能方面表现出延迟的儿童进行了一项补充课程的研究。
采用整群随机设计，对39个教室的104名学龄前儿童进行研究，以确定补充性PA课程“通往读写之路”（PAth to Literacy）的效果。该课程包括36节每日10分钟的脚本课程，配有互动游戏，旨在教授PA和字母技能。一种同样采用小组形式的词汇干预（故事伙伴）作为对照条件。
多层次模型表明，处于实验条件下的儿童在基本早期读写技能动态指标（DIBELS）的首音流畅性（动态测量组，2006年）和单词部分流畅性（卡明斯基和鲍威尔 - 史密斯，2011年）测量中取得了显著更大的进步。教育相关性很明显：处于实验条件下的儿童中有82%达到了首音流畅性的幼儿园基准，而对照条件下的儿童这一比例为34%。教师对这些课程总体满意。
结果表明，绝大多数在学龄前表现出早期读写延迟的儿童可能会从补充性PA课程中受益，该课程有可能在儿童过渡到幼儿园时预防阅读困难。
