Kindergarten Reading Interventions for At-Risk Students: Twenty Year s of Research

Christie Cavanaugh · Ae-Hwa Kim · Jeanne Wanzek · Sharon R. Vaughn

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Reading and Literacy Development Early Childhood Education and Development Behavioral and Psychological Studies

Abstract

Findings from a synthesis of 27 intervention studies that examined the effects of school-based reading interventions for kindergarten students at-risk for reading difficulties are reported. Results indicated that reading interventions were effective for improving reading outcomes for kindergarten students with disabilities and those at-risk for reading difficulties (i.e., low socioeconomic status, low phonological awareness, or low letter naming ability). Although there is variation among intervention types and delivery, certain features (e.g., phonemic awareness component, small group size, intensity of 15‐30 minutes) produced the largest effects. The findings were consistent with converging evidence that early intervention for the prevention of reading difficulties is effective for kindergarten students.

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References

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2014An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties 2016The Prevalence of Reading Fluency and Vocabulary Difficulties Among Adolescents Struggling With Reading Comprehension 2012The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students 2011Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response

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