Effects of a Tier 3 Phonological Awareness Intervention on Preschoolers’ Emergent Literacy

Abstract

This multiple baseline design study examined the effects of a Tier 3 early literacy intervention on low-income preschool children’s phonological awareness (PA). Seven preschool children who did not make progress on identifying first sounds in words during a previous Tier 2 intervention participated in a more intensive Tier 3 intervention. Children listened to stories and participated in early literacy activities led by an interventionist for approximately 15 min, 3 to 4 days per week for up to 8 weeks. Weekly progress monitoring data showed that five of seven children made progress on first sound identification as a result of the Tier 3 intervention. Children who made progress on first sound identification generally demonstrated gains on more distal measures of PA. Results demonstrate the potential benefit of providing children with multiple tiers of instruction to facilitate academic success.

The Impact of Using Reading Storybooks and Writing Journal Activities on Print and Phonemic Awareness of Jordanian Kindergarten Children

“…Based on the discussion above, it is clear that print and phonemic awareness is a necessary foundational skill that children must possess in order to become proficient readers (August & Shanahan, 2006;Edwards, & Taub, 2016;Ehri et al, 2001;Ehri & Nunes, 2002;Fitzpatrick, 1997;Liberman, Shankweiler, & Liberman, 1989;Morrow, 2009;Noe et al, 2014;Puranik et al, 2011;Snow et al, 1998;Torgesen, 1998). According to Liberman et al (1989), the most common cause of difficulties acquiring early word-reading skills is weakness in the ability to process phonological features.…”

“…As educators increasingly are expected to implement evidence-based practice, or scientificallybased instruction (Bingham et al, 2016), in teaching children to read, more studies using various theoretical frameworks and methodologies measuring the effectiveness of various teaching methods are badly needed. When these studies show repeated positive results for learning, curriculum should move toward these types of instruction (Noe et al, 2014 , indicated that -learning to write is not just about learning the alphabet and sound-symbol relationship and putting them on paper; it is cognitive change for the child.‖ Language acquisition is a constructive process. The child constructs increasingly sophisticated language structures and sociolinguistic knowledge without being taught by adults in a formal way.…”

“…In conclusion, reviewing the literature showed that some research focused on phonemic awareness (Kamii & Manning, 2002;Noe et al, 2014). Other research focused on print awareness in preschool children .…”

“…They are fully aware of how crucial reading and writing skills are to school success (Noe, Spencer, Kruse & Goldstein, 2014). However, according to Dickinson and Tabors (2001), parents and early childhood educators may not know how important language development is in preparing preschool-aged children for later literacy development.…”

“…Past research has established the critical role of phonemic awareness in the development of beginning reading (Dee Nichols, Rupley, Rickelman, & Algozzine, 2004;Edwards, & Taub, 2016;Manyak, 2008;Kelley, Roe, Blanchard, & Atwill, 2015;Kilpatrick, 2012;Noe et al, 2014;Yopp & Yopp, 2000). For example, Manyak (2008) said:…”