An investigation of the effects of a prereading intervention on the early literacy skills of children at risk of emotional disturbance and reading problems

J. Ron Nelson, Gregory J. Benner, Jorge Gonzalez

Research output: Contribution to journalArticlepeer-review

29 Scopus citations

Abstract

The purpose of this study was to investigate the effects of a cohesive and intensive preventive prereading intervention on the phonological awareness, word reading, and rapid naming skills of children at risk of emotional disturbance and reading problems. Thirty-six children were assigned randomly to an experimental or comparison condition. Children in the experimental condition received Stepping Stones to Literacy. Stepping Stones includes 25 lessons designed to teach children pivotal prereading skills (e.g., phonological awareness, letter identification). Children in the experimental condition showed statistically significant improvements in their phonological awareness, word reading, and rapid naming skills relative to children in the comparison condition. Effect size estimates indicate that the improvements were moderate to large across all of the phonological awareness, word reading, and rapid naming measures. Treatment nonresponder analyses indicated that a relatively small number of children in the experimental group failed to show satisfactory gains in their phonological awareness (n = 3), word reading (n = 1), and rapid naming (n = 3) skills.

Original languageEnglish (US)
Pages (from-to)3-12
Number of pages10
JournalJournal of Emotional and Behavioral Disorders
Volume13
Issue number1
DOIs
StatePublished - 2005

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

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