Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays

Katherine C. Pears, Hyoun K. Kim, Philip A. Fisher, Karen Yoerger

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)

Abstract

Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant positive effect on children's literacy skills from baseline to the end of summer before the start of kindergarten (d = .14). The intervention also had significant indirect effects on teacher ratings of children's literacy skills during the fall of their kindergarten year (β = .09). Additionally, when scores were compared to standard benchmarks, a greater percentage of the children who received the intervention moved from being at risk for reading difficulties to having low risk. Overall, this study demonstrates that a school readiness intervention delivered prior to the start of kindergarten may help increase children's early literacy skills.

Original languageEnglish
Pages (from-to)15-27
Number of pages13
JournalJournal of School Psychology
Volume57
DOIs
Publication statusPublished - 2016 Aug 1

Bibliographical note

Publisher Copyright:
© 2016 Society for the Study of School Psychology.

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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