Kindergarten Intervention Study: A Comparison of Intervention Models With At Risk Students
MetadataShow full item record
Type of Work35 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email email@example.com.
SubjectsEducation -- Research papers (Graduate)
The purpose of this study was to determine if a small group of students at risk for reading difficulties would improve more with an intervention that combined Guided Reading and an Early Reading Intervention (ERI) model versus a small group of at risk students that received only the ERI model. This study uses a quasi-experimental design that includes students from three kindergarten classes in the researcher’s school. The measurement tool used was the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a phonemic awareness benchmark assessment. Achievement gains appear to be equal between the two groups. Continued research in this area would benefit young children identified as at risk for reading failure.