LADDERS TO LITERACY - THE EFFECTS OF TEACHER-LED PHONOLOGICAL ACTIVITIES FOR KINDERGARTEN-CHILDREN WITH AND WITHOUT DISABILITIES

Citation
Re. Oconnor et al., LADDERS TO LITERACY - THE EFFECTS OF TEACHER-LED PHONOLOGICAL ACTIVITIES FOR KINDERGARTEN-CHILDREN WITH AND WITHOUT DISABILITIES, Exceptional children, 63(1), 1996, pp. 117-130
Citations number
32
Categorie Soggetti
Education, Special",Rehabilitation
Journal title
ISSN journal
00144029
Volume
63
Issue
1
Year of publication
1996
Pages
117 - 130
Database
ISI
SICI code
0014-4029(1996)63:1<117:LTL-TE>2.0.ZU;2-#
Abstract
This study was designed to test the effects of activity-based phonolog ical instruction delivered by five classroom teachers on the phonologi cal skill development and reading and writing outcomes of kindergarten children with (n = 31) and without (n = 57) disabilities, and childre n repeating kindergarten (n = 19) placed in general and self-contained classes. Teachers in the treatment received 10 inservice training ses sions spaced over the school year and implemented from 100 to 281 acti vities during the 6-month intervention. Outcomes for treated children were compared with children matched for type (general or repeating kin dergartners, or children with mild disabilities) in classrooms using t he same background prereading curriculum. Results suggest that interve ntion delivered by nonresearch personnel can be an effective way to im prove the literacy outcomes of children with a broad range of ability.