Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers With Delays in Early Literacy Development Purpose Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills. Method A cluster randomized design with 104 preschool-age children in 39 ... Research Article
Research Article  |   January 01, 2017
Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers With Delays in Early Literacy Development
 
Author Affiliations & Notes
  • Howard Goldstein
    University of South Florida, Tampa, FL
  • Arnold Olszewski
    University of South Florida, Tampa, FL
  • Christa Haring
    University of South Florida, Tampa, FL
  • Charles R. Greenwood
    University of Kansas, Kansas City
  • Luke McCune
    University of Kansas, Kansas City
  • Judith Carta
    University of Kansas, Kansas City
  • Jane Atwater
    University of Kansas, Kansas City
  • Gabriela Guerrero
    University of Kansas, Kansas City
  • Naomi Schneider
    The Ohio State University, Columbus
  • Tanya McCarthy
    The Ohio State University, Columbus
  • Elizabeth S. Kelley
    University of Missouri, Columbia
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Howard Goldstein: hgoldstein@usf.edu
  • Editor: Sean Redmond
    Editor: Sean Redmond×
  • Associate Editor: Nicole Terry
    Associate Editor: Nicole Terry×
Article Information
Development / School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Normal Language Processing / Speech, Voice & Prosody / Language / Research Articles
Research Article   |   January 01, 2017
Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers With Delays in Early Literacy Development
Journal of Speech, Language, and Hearing Research, January 2017, Vol. 60, 89-103. doi:10.1044/2016_JSLHR-L-15-0451
History: Received December 29, 2015 , Revised March 24, 2016 , Accepted May 10, 2016
 
Journal of Speech, Language, and Hearing Research, January 2017, Vol. 60, 89-103. doi:10.1044/2016_JSLHR-L-15-0451
History: Received December 29, 2015; Revised March 24, 2016; Accepted May 10, 2016
Web of Science® Times Cited: 1

Purpose Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills.

Method A cluster randomized design with 104 preschool-age children in 39 classrooms was used to determine the efficacy of a supplemental PA curriculum, PAth to Literacy. The curriculum consists of 36 daily scripted 10-min lessons with interactive games designed to teach PA and alphabet skills. A vocabulary intervention (Story Friends), which also uses a small-group format, served as the comparison condition.

Results Multilevel modeling indicated that children in the experimental condition demonstrated significantly greater gains on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) First Sound Fluency (Dynamic Measurement Group, 2006) and Word Parts Fluency (Kaminski & Powell-Smith, 2011) measures. Educational relevance was evident: 82% of the children in the experimental condition met the kindergarten benchmark for First Sound Fluency compared with 34% of the children in the comparison condition. Teachers reported overall satisfaction with the lessons.

Conclusions Results indicated that the vast majority of children demonstrating early literacy delays in preschool may benefit from a supplemental PA curriculum that has the potential to prevent reading difficulties as children transition to kindergarten.

Acknowledgment
This work was supported by Center for Response to Intervention in Early Childhood Cooperative Agreement R324C080011 from the Institute of Education Sciences, U.S. Department of Education.
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