Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

scholarly journals Overview of Long-Term Nutrition Intervention Studies in Guatemala, 1968–1989

1992 ◽  
Vol 14 (3) ◽  
pp. 1-8 ◽  
Author(s):  
Reynaldo Martorell
Keyword(s):  
Intervention Studies ◽  
Intervention Study ◽  
Fat Free Mass ◽  
Nutrition Intervention ◽  
Human Capital Formation ◽  
Working Capacity ◽  
Intellectual Performance ◽  
Food And Nutrition

This is an overview of ten papers published in this issue of the Food and Nutrition Bulletin dealing with two components of a nutrition intervention study: the INCAP longitudinal study, 1969–1977, and the follow-up study, 1988–1989. The latter is a continuation of the former and seeks to test the hypothesis that nutritional improvements in early childhood lead to improved human capital formation in adolescents and young adults. Beneficial outcomes have been found to include greater body size and fat-free mass (particularly in females), improved working capacity in males, and enhanced intellectual performance in bath sexes.

Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties

2007 ◽  
Vol 21 (4) ◽  
pp. 437-480 ◽  
Author(s):  
Frank R. Vellutino ◽  
Donna M. Scanlon ◽  
Haiyan Zhang ◽  
Christopher Schatschneider
Keyword(s):  
At Risk ◽  
Reading Difficulties ◽  
First Grade ◽  
Children At Risk

Article

1973 ◽  
Vol 18 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Yvon Gauthier ◽  
Simon Richer ◽  
Pauline Chartier ◽  
Elaine Devisscher ◽  
Denise Fouchard ◽  
...  
Keyword(s):  
Early Intervention ◽  
Recent Literature ◽  
First Grade ◽  
Early Interventions ◽  
Formal Learning ◽  
Disadvantaged Children ◽  
The World

1) In the context of research on disadvantaged children, the authors have concentrated their efforts on the study of the fantasy life of both advantaged and disadvantaged children, at age 4, 5 and 6. Using a scale of development inspired by Anna Freud's concept of developmental lines, they have found statistically significant major differences in the evolution of the two groups, in studying both their libidinal and ego organizations. Such differences are consistently evident, although in varying degrees through the three years of observation. A minority of the disadvantaged children show good emotional resources in their first nursery years (age 4), and their development remains adequate through first grade. Most of them however present an inadequate development all along and continue in first grade to function at the level of a preœdipal phantasy life which they should have repressed or transformed. 2) A study of plastic productions in first grade (drawings) and of the learning indices which they reflect also reveals important disparities between the two groups. Advantaged children reach a state of serenity which allows them to enter easily into the world of formal learning and latency. Disadvantaged children are still too often under the domination of a dangerous phantasy world which delays their entry into formal learning and makes it problematic. 3) The review of recent literature suggests a pessimistic view about early intervention with disadvantaged children; the authors, however, believe in the necessity of tenaciously pursuing observations of such early interventions and long-term evaluations of results.

scholarly journals Estimating effects of moisture damage repairs on students’ health—a long-term intervention study

2004 ◽  
Vol 14 (S1) ◽  
pp. S58-S64 ◽  
Author(s):  
Ulla Haverinen-Shaughnessy ◽  
Juha Pekkanen ◽  
Aino Nevalainen ◽  
Demetrios Moschandreas ◽  
Tuula Husman
Keyword(s):  
Intervention Study ◽  
Moisture Damage

Effects of early intervention in children at risk: Short-term and long-term findings from an attachment-based intervention program

2015 ◽  
Vol 3 (3) ◽  
pp. 98-102 ◽  
Author(s):  
Annabel Zwönitzer ◽  
Ute Ziegenhain ◽  
Ina Bovenschen ◽  
Kristina Bressem ◽  
Melanie Pillhofer ◽  
...  
Keyword(s):  
At Risk ◽  
Early Intervention ◽  
Intervention Program ◽  
Children At Risk ◽  
Short Term
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