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

Abstract

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.