Read it Once Again instruction with two groups of students
The purpose of this study was to evaluate the effectiveness of a preschool early literacy curriculum (Read It Once Again) across two groups of students. Participants were preschool children with disabilities in self-contained classrooms and children at risk for disabilities served in state funded prekindergarten programs. Teachers in the intervention classrooms implemented Read It Once Again instruction in small groups on a daily basis. Teachers in comparison classrooms implemented the ongoing preschool curriculum as a "business-as-usual" no-intervention condition. There were no pretest group differences on the Peabody Picture Vocabulary Test and the Preschool Language Scales for both groups of children; however, there were statistically significant effects on picture naming and rhyming progress-monitoring measures for preschoolers with disabilities who received the intervention. These results suggest that Read It Once Again may be effective for improving early literacy skills of preschool children with or at risk for significant early learning problems. (author abstract)
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.
Exploration of play behaviors in an inclusive preschool setting