A Comparison of Activity-Based Intervention and Embedded Direct Instruction When Teaching Emergent Literacy Skills

This replication study focused on the effectiveness of two different intervention approaches, activity-based intervention and embedded direct instruction, on the acquisition, generalization, and maintenance of phonological awareness, a key area of emergent literacy, by preschool children with langua...

Full description

Saved in:

Bibliographic Details
Published in:	The Journal of special education Vol. 48; no. 2; pp. 120 - 134
Main Authors:	Botts, Dawn C., Losardo, Angela S., Tillery, Christina Y., Werts, Margaret G.
Format:	Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publications 01-08-2014 SAGE Publications and Hammill Institute on Disabilities SAGE PUBLICATIONS, INC
Subjects:	At risk students Battelle Developmental Inventory Comparative Analysis Developmental Delays Direct Instruction Effectiveness studies Emergent Literacy Experiential Learning Generalization Instructional Effectiveness Intervention Kaufman Assessment Battery for Children Language Impairments Language instruction Literacy Education Males Phonetics Phonological Awareness Preschool Children Replication (Evaluation) Skill Development Teaching methods Woodcock Johnson Psycho Educational Battery direct instruction phonological awareness early literacy activity-based intervention
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	This replication study focused on the effectiveness of two different intervention approaches, activity-based intervention and embedded direct instruction, on the acquisition, generalization, and maintenance of phonological awareness, a key area of emergent literacy, by preschool children with language delays. Five male preschool participants with language delay were treated with a modified alternating-treatments design. Embedded direct instruction was more effective and efficient in the acquisition of phonological awareness skills for preschool children with language delays. Embedded direct instruction was also more effective in the generalization of emergent literacy skills to probe generalization sessions, as well as in the percentage of maintained skills. Preschool children who are at risk of acquiring foundational skills necessary for the development of conventional literacy would benefit from an explicit, systematic instructional approach. Embedded direct instruction provided the structure necessary to promote effective and efficient acquisition of skills, as well as generalization and maintenance of learning.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0022-4669 1538-4764
DOI:	10.1177/0022466912449652