| Description |
Reading is a fundamental in order to function in our society. Children who learn to read at early ages and who possess strong early reading skills continue to show higher reading skills, over time. However, there are students who do not learn to read at an early age. Researchers know that students who struggle at early age continue to lag behind. As such, early intervention programs can assist at-risk young readers and keep them from falling behind, therefore allowing them to catch up their peers. This study examined the effects of using Early Reading Intervention (ERI) program on kindergarten students' early reading development. I compared early reading skills of 48 children in two kindergarten classes in a Title-1 school to test if students who received ERI grew more in early reading. Findings demonstrated that children in ERI had overall higher scores in an exit test than non-ERI children. ERI children also started to develop their early reading skills sooner than the non-ERI children. |
