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Early Steps Intervention in Schools with Explicit Code Instruction. Is It Effective? Does Isolated Phonological Awareness Instruction Increase Effectiveness?. University of Utah & Granite School District Salt Lake City, UT. Kathleen J. Brown, Veronica Reynolds, Stacey Lowe, Debbie Skidmore,
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Early Steps Intervention in Schools with Explicit Code Instruction Is It Effective? Does Isolated Phonological Awareness Instruction Increase Effectiveness?
University of Utah & Granite School District Salt Lake City, UT Kathleen J. Brown, Veronica Reynolds, Stacey Lowe, Debbie Skidmore, Debbie Van Gorder, Sue Patillo, Connie Weinstein, Julie World, Amy Morris
Theoretical Framework • Early Steps: • repeated reading @ instructional level • systematic, isolated code instruction • writing-embedded PA instruction • Early Steps = effective for at-risk in G1 embedded or implicit code classrooms (Morris, 1999; Morris, Tyner, & Perney, in press; Santa & Hoien, 1999
Theoretical Framework • Phonological Awareness (PA) is causally related to early reading success • PA instruction = important part of effective intervention (Bradley & Bryant, 1983; Perfetti, Beck, Bell, & Hughes, 1987; Tunmer, Nesdale, & Harriman,1988)
Research Question Is Early Steps effective for at-risk G1 students whose classroom instruction provides: - sys. exp. decoding - sys. exp. PA - literature + decodable texts - spelling dictation, and - writing workshop?
Research Question Once students are aware of initial phonemes, Does isolated PA instruction make Early Steps more effective? - Early Steps writing-embeddedPAI = listening for sounds in sentence writing - isolatedPAI (strictly oral activities, no text involved)
Method • Students = 31% ethnic minority; 46% free lunch; 18% ESL • Tutors = G1 teachers, RS in training, grad students, Title I aides • Sept. 99-May 00
Method: Intervention Study • At-risk G1 students identified by scores on: • alphabet knowledge • phonological awareness via spelling task • Control group identified by matching baseline scores with tx group Morris, 1992
Method: Intervention Study • N=88 G1 students from 7 Title 1 schools • Early Steps Intervention • 30 min. daily, 1-on-1 • Title I Intervention • 30-45 min. daily, small group • reinforce Open Court
Method: PAI study • Identified Early Steps students with “moderate alphabet knowledge” and “low PA” • matched on baseline scores • random assignment to conditions
Method: PAI study • N=24 Early Steps students • Embedded + Isolated PA Instruction • writing-embedded PA • PA isolated in oral activities • PA Control • writing-embedded PA only
Results: Intervention Study a = 73rd percentile b = 54th percentile c = 47th percentile d = 27th percentile
Discussion • Early Steps benefits at-risk G1 students receiving explicit code instruction as measured by: • passage reading • word attack • comprehension • spelling
Discussion • Once Early Steps students are aware of initial phonemes, adding isolated PAI does not improve effectiveness • “listening for sounds” during daily sentence writing may be sufficient