Predictors of at-risk kindergarteners’ later reading difficulty: examining learner-by-intervention interactions

This longitudinal study examined (a) the second-grade reading outcomes of 368 children who participated in either experimental or school-designed supplemental intervention in kindergarten, and (b) the influence and interactions of learner variables and type of intervention on reading achievement. De...

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Bibliographic Details
Published in:Reading & writing 2014-03, Vol.27 (3), p.451-479
Main Authors: Simmons, Deborah C., Taylor, Aaron B., Oslund, Eric L., Simmons, Leslie E., Coyne, Michael D., Little, Mary E., Rawlinson, D’Ann M., Hagan-Burke, Shanna, Kwok, Oi-man, Kim, Minjung
Format: Article
Language:English
Subjects:
Alphabets
At Risk Students
Control Groups
Early Reading
Education
Elementary education
Elementary School Students
English as a second language learning
English Language Learners
Experimental Groups
Grade 2
Influences
Interaction
Intervention
Kindergarten
Kindergarten students
Language and Literature
Letter recognition
Linguistics
Literacy
Longitudinal studies
Native language acquisition
Neurology
Phoneme Grapheme Correspondence
Predictor Variables
Primary Education
Program Effectiveness
Psycholinguistics
Reading Achievement
Reading comprehension
Reading disabilities
Reading instruction
Reading Skills
Receptive Language
Social Sciences
Vocabulary
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Summary:This longitudinal study examined (a) the second-grade reading outcomes of 368 children who participated in either experimental or school-designed supplemental intervention in kindergarten, and (b) the influence and interactions of learner variables and type of intervention on reading achievement. Descriptive findings indicated that percentages of students identified as at risk or not at risk were statistically comparable between interventions. Entry-level letter identification scores predicted performance on all second-grade reading outcomes for students in both interventions. The influence of entry-level sound matching, receptive vocabulary knowledge, English language learner status and reading outcomes was moderated by type of intervention. Performance on a curriculum-embedded measure administered 8 weeks into intervention reliably predicted second grade reading performance.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-013-9452-5