Development of a Tier 3 Curriculum to Teach Early Literacy Skills

2014 ◽  
Vol 36 (4) ◽  
pp. 313-332 ◽  
Author(s):  
Ruth A. Kaminski ◽  
Kelly A. Powell-Smith ◽  
Annie Hommel ◽  
Rose McMahon ◽  
Katherine Bravo Aguayo
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Tier 3

Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

2016 ◽  
Vol 36 (4) ◽  
pp. 205-217 ◽  
Author(s):  
Ruth A. Kaminski ◽  
Kelly A. Powell-Smith
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Single Case ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Early Literacy Intervention ◽  
Short And Long Term ◽  
Tier 3

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children’s learning are discussed.

The contribution of inhibitory control to early literacy skills in 4‐ to 5‐year‐old children

2022 ◽  
Vol 59 ◽  
pp. 265-286
Author(s):  
Laura Traverso ◽  
Paola Viterbori ◽  
Elena Gandolfi ◽  
Mirella Zanobini ◽  
Maria Carmen Usai
Keyword(s):  
Early Literacy ◽  
Inhibitory Control ◽  
Literacy Skills ◽  
Early Literacy Skills
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