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

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

Research output: Contribution to journalArticle

6 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

Fingerprint

Developmental Disabilities
Disabled Children
kindergarten
disability
literacy
school readiness
Benchmarking
Special Education
teacher rating
special education
Reading
childhood
Literacy

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. / Pears, Katherine C.; Kim, Hyoun Kyoung; Fisher, Philip A.; Yoerger, Karen.

In: Journal of School Psychology, Vol. 57, 01.08.2016, p. 15-27.

Research output: Contribution to journalArticle

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