The effect of tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms

Anthony D. Koutsoftas, Mary T Harmon, Shelley Gray

Research output: Contribution to journalArticle

46 Citations (Scopus)

Abstract

Purpose: This study assessed the effectiveness of a Tier 2 intervention that was designed to increase the phonemic awareness skills of low-income preschoolers who were enrolled in Early Reading First classrooms. Method: Thirty-four preschoolers participated in a multiple baseline across participants treatment design. Tier 2 intervention for beginning sound awareness was provided twice weekly in small groups over 6 weeks by trained teachers and speech- language pathologists (SLPs). Results: The intervention was successful for 71% of the children, as indicated by medium to large effect sizes. Comparisons between children who did and did not qualify for intervention suggest that Tier 2 intervention helped narrow the gap in beginning sound awareness that had begun to emerge before treatment. Although children receiving special education and those learning English as a second language were enrolled in the classrooms, they were not over represented in the group qualifying for Tier 2intervention, and most who did qualify demonstrated a positive response to intervention. Conclusion: In a relatively short period of time, preschoolers' phonemic awareness skills were increased through small-group Tier 2 intervention provided by teachers and SLPs. Findings indicate the potential of Tier 2 interventions to positively impact the future reading skills of children who are at risk for later reading difficulties.

Original languageEnglish (US)
Pages (from-to)116-130
Number of pages15
JournalLanguage, Speech, and Hearing Services in Schools
Volume40
Issue number2
DOIs
StatePublished - Apr 2009
Externally publishedYes

Fingerprint

low income
Reading
classroom
Language
Special Education
small group
language
Learning
Phonemic Awareness
Income
Response to Intervention
Therapeutics
teacher
special education
Pathologists
Preschoolers
learning
Group
Sound
Speech-language Pathologists

Keywords

  • Low income
  • Phonemic awareness
  • Preschoolers
  • Tier 2 intervention

ASJC Scopus subject areas

  • Linguistics and Language
  • Speech and Hearing
  • Language and Linguistics

Cite this

The effect of tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms. / Koutsoftas, Anthony D.; Harmon, Mary T; Gray, Shelley.

In: Language, Speech, and Hearing Services in Schools, Vol. 40, No. 2, 04.2009, p. 116-130.

Research output: Contribution to journalArticle

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