Reading intervention for at-risk kindergarteners

What is it about?

Kindergarten students who were at risk for reading disorders were given three different kinds of early literacy intervention. Results from this study provide preliminary evidence for teaching students to use multiple kinds of strategies when decoding words, including phonological (sound), letter knowledge, and morphological (larger meaning-based unit) approaches.

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Why is it important?

Until recently, early intervention for reading disorders has focused on phonological strategies. Recently, however, researchers have found that morphological strategies may be beneficial as well, providing students with another way to decode a word. This work is the first to compare phonological and letter-based strategies with intervention in all three areas with at-risk kindergarten students.