Kindergarten Intervention Study: A Comparison of Intervention Models With At Risk Students

dc.contributor.authorMiller, Kathleen
dc.contributor.programMasters of Educationen_US
dc.descriptionTo see paper in its entirety contact or call (410)337-6075.en_US
dc.description.abstractThe 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.en_US
dc.format.extent35 p.en_US
dc.genreaction research papersen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.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
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshReading (Kindergarten)
dc.titleKindergarten Intervention Study: A Comparison of Intervention Models With At Risk Studentsen_US


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