S This study tested a hypothesis about the growth of word knowledge in kindergarten/first‐grade readers. It was predicted that (a) phoneme awareness develops in phases and (b) concept of word in text (ability to finger‐point read) interacts with phoneme awareness in the development of early reading skill. Structural equation modeling showed that the longitudinal data fit the hypothesized model. The data also conformed to the predicted developmental sequence in a descriptive analysis of median performance change over time. The demonstrated relationship between phoneme awareness and concept of word in text, for its pedagogical implications alone, warrants further study. Este estudio evaluó una hipótesis acerca de la evolución del conocimiento sobre las palabras en niños de nivel inicial y primer año. Se predijo que (a) la conciencia fonémica se desarrolla en fases y (b) el concepto de palabra en texto (habilidad de leer señalando con el dedo) interactúa con la conciencia fonémica en el desarrollo de la habilidad temprana de lectura. La modelización por ecuación estructural reveló que los datos longitudinales se adecuaron al modelo hipotetizado. Los datos también fueron consistentes con la secuencia evolutiva que se predijo, en un análisis descriptivo de los cambios en el tiempo de la mediana del desempeño. La relación demostrada entre la conciencia fonémica y el concepto de palabra en texto, aunque solo sea por sus implicancias pedagógicas, merece ser explorada. Diese Studie überprüfte eine Hypothese über die Zunahme an Wortkenntnissen bei Kindergarten‐/erste Klasse Lesern. Es wurde vorausgesagt, daß (a) ein phonemisches Bewußtwerden sich in Phasen entwickelt, und (b) die Sinnerfassung des Wortes im Text (die Befähigung zum fingerverfolgenden Lesen) sich wechselseitig mit dem phonemischen Erkennen bei der Fortentwicklung anfänglicher Leseleistungen auswirkt. Satzbaumodelle zeigten, daß die Langzeitdaten dem mutmaßlichen Modell entsprachen. Die Daten stimmten auch mit der vorhergesagten Entwicklungssequenz in einer ausführlich beschriebenen Analyse des im Laufe der Zeit erfolgten durchschnittlichen Leistungswandels überein. Die erwiesene Beziehung zwischen phonemischem Bewußtsein und Sinnerfassung des Wortes im Text rechtfertigt weitere Studien, schon allein wegen der pädagogischen Implikationen. Cette étude a testé une hypothèse relative au développement de la connaissance du mot chez des lecteurs de maternelle et de première année. On a prédit que a) la conscience phonémique se dévelope par étapes, et b) que le concept de mot dans un texte (la capacité à lire ce qui est montré du doigt) est en interaction avec la conscience phonémique dans le développement du savoir lire en ses débuts. Un modelage par équation structurale a montré que les données longitudinales s'ajustent au modèle hypothétique. Les résultats sont également conformes à la séquence développementale prédite par une analyse descriptive du changement de la performance médiane au cours du temps. La relation mise en évidence entre la conscience ...

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This study examined the effectiveness of Early Steps, a lst-grade reading intervention program. Forty-three at-risk 1st graders, identified in September, received an average of 91 1-to-l tutoring lessons during the school year. The work of the tutors was carefully guided by a trainer who made 9 site visits. At the end of the school year, the Early Steps group outperformed a comparison group on a variety of reading measures, including oral reading accuracy, comprehension, and pseudoword decoding. Moreover, Early Steps tutoring made the largest difference for those children who were most at risk (lowest in reading ability) in September. In discussing the intervention model, emphasis is given to its systematic word study component and to the critical role of the trainer of tutors. Reading, along with writing and math, is a "tool skill" that must be learned early and well in a child's education. This is because reading ability provides access to much of what is important in the school curriculum, including literature, science, social studies, and math. In our society, 6-year-olds enter first grade expecting to learn to read. Their parents expect them to learn to read, and so do their teachers. Regrettably, these expectations are not always met. Many children struggle with learning to read in first grade and, once they fall behind, have a difficult time closing the reading achievement gap in later grades (Juel, 1988; Stanovich, 1986). For this reason, the prevention of early reading failure has been a major issue in the field of education for over a decade. Thus far, the most ambitious and carefully studied early reading intervention program in the United States has been Reading Recovery. Developed by New Zealander Marie Clay (1979, 1993), Reading Recovery identifies at-risk readers early in first grade and provides them with daily one-to-one tutoring by a carefully trained teacher. The goal is to help the children catch up with the "middle of the class" in reading by the end of the first-grade year. Field tests have documented Reading Recovery's effectiveness (Deford,

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