| Title: |
Initial Skills Predict Preschoolers' Emergent Literacy Development but Do Not Moderate Response to Intervention |
| Language: |
English |
| Authors: |
Shayne B. Piasta (ORCID 0000-0003-3655-4702); Zhiling Shea (ORCID 0000-0003-1753-4319); Alida K. Hudson (ORCID 0000-0002-2257-422X); Ye Shen (ORCID 0000-0002-6833-765X); Jessica A. R. Logan (ORCID 0000-0003-3113-4346); Cynthia M. Zettler-Greeley (ORCID 0000-0003-2256-2971); Kandia Lewis (ORCID 0000-0002-7891-9258) |
| Source: |
Infant and Child Development. 2025 34(3). |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A160261 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Preschool Education |
| Descriptors: |
Emergent Literacy; Intervention; Alphabets; Phonological Awareness; Vocabulary; Small Group Instruction; Preschool Children; At Risk Students; Program Effectiveness; Reading Skills; Preschool Education; Federal Programs; Low Income Students; Social Services |
| Laws, Policies and Program Identifiers: |
Head Start |
| DOI: |
10.1002/icd.70022 |
| ISSN: |
1522-7227; 1522-7219 |
| Abstract: |
A growing number of early childhood interventions are intended to be used by classroom teachers to support children's emergent literacy development, yet we know little about for whom such interventions might be effective. In this study, we examined whether children's initial emergent literacy skills (alphabet knowledge, phonological awareness, vocabulary) moderated the effects of a small-group emergent literacy intervention. Preschool children (M[subscript age] = 4.28 years) identified as at-risk for later reading difficulties (n = 281; 48% girls; 45% Black, 20% White, 13% Hispanic/Latinx) were randomly assigned to intervention conditions or a business-as-usual control condition. Using an instrumental variables approach to account for differences in intervention dosage, we found main effects of initial skills (ds = 0.07-0.27) but no evidence of differential response to intervention based on initial skills (ds < [vertical bar]0.01[vertical bar]). We call for further attention to this important issue in future intervention work. |
| Abstractor: |
As Provided |
| Notes: |
https://doi.org/10.3886/ICPSR38663.v1 |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
EJ1475091 |
| Database: |
ERIC |