PURPOSE: The potential benefit that a low-cost scripted language and literacy supplemental curriculum titled Read It Again! (RIA; L. M. Justice, A. S. McGinty, A. R. Beckman, & C. R. Kilday, 2006) may have on preschool-age children's skills was explored. RIA was developed to meet the needs of preschool educators who may not have access to current commercially available high-cost language and literacy curricula, which often require ongoing intensive professional development. RIA involves implementing 60 large-group lessons over a 30-week period that feature repeated use of 15 commercial storybooks. METHOD: Using a quasi-experimental pre-post research design, 11 preschool teachers implemented RIA in their classrooms for an academic year, and 9 teachers working in comparable preschool programs served as comparisons. Language and literacy measures were collected in the fall and spring of the year. RESULTS: Children whose teachers implemented RIA had higher scores in the spring on measures of language (i.e., grammar and vocabulary) and measures of literacy (i.e., rhyme, alliteration, and print). Effect-size estimates were consistent with medium- to large-size effects. CONCLUSIONS: RIA may be a viable means of enhancing the language and literacy instruction that is delivered within preschool classrooms and, therefore, a means of enhancing children's language and literacy learning. Future directions for continued evaluation of RIA are discussed.
RCT Entities:
PURPOSE: The potential benefit that a low-cost scripted language and literacy supplemental curriculum titled Read It Again! (RIA; L. M. Justice, A. S. McGinty, A. R. Beckman, & C. R. Kilday, 2006) may have on preschool-age children's skills was explored. RIA was developed to meet the needs of preschool educators who may not have access to current commercially available high-cost language and literacy curricula, which often require ongoing intensive professional development. RIA involves implementing 60 large-group lessons over a 30-week period that feature repeated use of 15 commercial storybooks. METHOD: Using a quasi-experimental pre-post research design, 11 preschool teachers implemented RIA in their classrooms for an academic year, and 9 teachers working in comparable preschool programs served as comparisons. Language and literacy measures were collected in the fall and spring of the year. RESULTS:Children whose teachers implemented RIA had higher scores in the spring on measures of language (i.e., grammar and vocabulary) and measures of literacy (i.e., rhyme, alliteration, and print). Effect-size estimates were consistent with medium- to large-size effects. CONCLUSIONS: RIA may be a viable means of enhancing the language and literacy instruction that is delivered within preschool classrooms and, therefore, a means of enhancing children's language and literacy learning. Future directions for continued evaluation of RIA are discussed.
Authors: Nicole Harlaar; Laurie Cutting; Kirby Deater-Deckard; Laura S Dethorne; Laura M Justice; Chris Schatschneider; Lee A Thompson; Stephen A Petrill Journal: Ann Dyslexia Date: 2010-09-03
Authors: Brook E Sawyer; Carol Scheffner Hammer; Lauren M Cycyk; Lisa López; Clancy Blair; Lia Sandilos; Eugene Komaroff Journal: Biling Res J Date: 2016-02-29