Summary of Most Significant Findings
After the 10-week intervention, the representative sample of seven kindergarten students representing a kindergarten classroom showed a substantial increase in acquiring early reading subskills as demonstrated by data analysis of pre and post intervention assessments and performance observations. All students were able to name all upper and lower case letters on the Marie Clay Letter Identification post assessment. All students reached or scored above the winter AIMSweb benchmarks of naming 38 letter names, 20 letter sounds, and 19 nonsense words. Five students were able to name more than twice as many words on the post QRI-5 Pre-Primer 1 word list. Two students were able to read more than 20 words on the winter QRI-5 Pre-Primer 1 and Pre Primer 2/3-word list assessment. All students showed a substantial increase in the amount of high-frequency words they were able to read with automaticity on the teacher-made assessment tool.
Table 1
Participants’ Pre and Post Intervention Assessment Scores
Table 1
Participants’ Pre and Post Intervention Assessment Scores