Benefits of a Phonological Awareness Program for At-Risk Kindergarten Students: Review of a Three-Year Study

2003 ◽  
Vol 4 (1) ◽  
pp. 27-29
Author(s):  
Susan L. Hegel ◽  
Carol A. Bucklin
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Kindergarten Students ◽  
Awareness Program

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Suicide prevention and mental health promotion in adolescents: Lessons learned from the SEYLE “Saving and Empowering Young Lives in Europe” program

2014 ◽  
Vol 29 (S3) ◽  
pp. 573-573
Author(s):  
J.-P. Kahn
Keyword(s):  
Mental Health ◽  
At Risk ◽  
Health Promotion ◽  
Prevention Programs ◽  
Mental Health Promotion ◽  
Control Group ◽  
Poor Sleep ◽  
Suicidal Behaviors ◽  
Awareness Program ◽  
Young Lives

IntroductionThe “Saving and Empowering Young Lives in Europe” (SEYLE) has gathered 12,395 high school students in 10 countries (including 1007 students in the Lorraine Region). It has been funded by the FP7 European program and coordinated by the Karolinska Institute. Its main goals were to encourage teenagers to adopt healthier behaviors by reducing risk behaviors and suicidal behaviors, to assess the benefits from various prevention programs and recommend evidence based and culturally adapted mental health promotion programs for teenagers.Inclusion and methodSEYLE is a randomized control trial evaluating 3 mental health prevention programs:– a program training school staff to identify and refer students at suicidal risk (QPR);– a mental health sensibilization program, aimed at the students (the Awareness program);– a mental health professional screening program, through self-report questionnaires and clinical interview.These prevention programs were compared to a minimal intervention control group. The students (aged 14–16 years old) filled a 127 items questionnaire at Baseline, M3 and M12.ResultsThe most salient results of this research have shown:– the efficacy on suicidal behaviors of prevention programs in schools, in particular the Awareness program (the mental health sensibilization universal program);– the existence of an invisible group of students at risk (highly sedentary students with poor sleep and media overexposure);– a high prevalence of depressive (10.5%) and (5.8%) anxious symptoms as well as non-suicidal injuries (7.8%) in European adolescents.Discussion and perspectivesThis study has provided evidence of the efficiency of mental health awareness programs in schools to decrease the number of suicides and suicidal behaviors in teenagers and to better identify “at risk” students.

Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9

2019 ◽  
Vol 52 (5) ◽  
pp. 366-382 ◽  
Author(s):  
Ann-Christina Kjeldsen ◽  
Lic Educ ◽  
Silja K. Saarento-Zaprudin ◽  
Pekka O. Niemi
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
Junior High School ◽  
Word Reading ◽  
Intervention Group ◽  
Control Group ◽  
Clear Cut ◽  
Positive Effects ◽  
Fluency And Comprehension

Training in phonological awareness has brought about well-documented positive effects on learning to read in lower-primary grades. Less is known about long-term gains extending to upper-primary and junior high school. The few longitudinal studies covering at least 5 years suggest that gains in decoding are sustained, whereas effects on reading comprehension have either not been studied or produced equivocal results. The present study followed up the reading development of 209 Finland Swedish students from kindergarten until Grade 9, half of whom participated in an 8-month phonological intervention in kindergarten. The intervention group outperformed the control group in both word reading and reading comprehension in Grades 1 through 9. However, albeit statistically significant, the differences at the group level were small. The main result was a clear-cut difference in both skills among readers at risk belonging to the lowest 25% in foundational skills at the beginning of kindergarten. In Grade 6, altogether 60% of the nontrained readers at risk still belonged to the lowest quartile in reading comprehension as opposed to 24% of their peers in the intervention group. The pattern was repeated in Grade 9, with trained readers at risk performing at the level of nontrained mainstream readers.

Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten

2018 ◽  
Vol 37 (5) ◽  
pp. 539-552 ◽  
Author(s):  
Milena A. Keller-Margulis ◽  
Sarah Ochs ◽  
Erin K. Reid ◽  
Erin L. Faith ◽  
G. Thomas Schanding
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Diagnostic Accuracy ◽  
English Language ◽  
Kindergarten Students ◽  
Written Expression ◽  
Future Research ◽  
Early Writing ◽  
Students At Risk ◽  
Screening Measures

Many students struggle with the basic skill of writing, yet schools lack technically adequate screening measures to identify students at risk in this area. Measures that allow for valid screening decisions that identify students in need of interventions to improve performance are greatly needed. The purpose of this study was to evaluate the validity and diagnostic accuracy of early writing screeners. Two early writing screening measures, Picture Word and Word Dictation, were administered to a diverse sample of 95 kindergarten students, almost half of whom were classified as English language learners and almost 70% identified ethnically as Hispanic. It was hypothesized that the early writing screening measures would demonstrate moderate to strong relationships with a standardized norm-referenced measure of written expression and adequate diagnostic accuracy for identifying kindergarten students at risk. Findings indicate that concurrent validity coefficients for both Picture Word and Word Dictation tasks ranged from .32 to .70 with the Written Expression cluster of the Woodcock–Johnson Tests of Achievement–IV and .26 to .61 with the Writing Samples and Sentence Writing Fluency subtests. Diagnostic accuracy results suggest these measures are a promising option for screening early writing skills. Implications for practice and directions for future research are discussed.

scholarly journals The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties

2020 ◽  
pp. 073194872095812
Author(s):  
Miriam McBreen ◽  
Robert Savage
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Intervention ◽  
Reading Difficulties ◽  
Preliminary Evidence ◽  
Reading Performance ◽  
Students At Risk ◽  
Quasi Experimental ◽  
The Impact

This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students’ goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at-risk for reading difficulties ( n = 25, Mage = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention on phonological awareness, listening comprehension, accuracy, fluency, reading comprehension, and motivation were assessed. Results indicate that compared with students who received Cognitive-Only reading intervention, students who received the combined Cognitive plus Motivational reading intervention showed greater gains in reading comprehension and phonological awareness. Findings provide preliminary evidence that supplementing cognitive reading intervention with the proposed motivational program can improve the reading performance of students at-risk for reading difficulties.

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