Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

An investigation of the effects of a prereading intervention on the social competence of kindergarten children at -risk for EBD and reading problems

Corey D Pierce, University of Nebraska - Lincoln

Abstract

The primary purpose of this study was to investigate the effects of a coherent prereading intervention program (i.e., Stepping Stones to Literacy; Nelson, Cooper, & Gonzalez, 2004) on the social competence of kindergarten children at-risk for emotional and behavioral disorders (EBD) and reading problems. Results indicate that children at-risk for EBD and reading problems showed improvements in their phonological awareness and rapid naming skills. In addition, the children showed an increase in their behavioral strengths and a decrease in their externalizing behavior problems. While a majority of the improvements on measures of social competence were statistically nonsignificant, the obtained effect sizes (ES) indicate small improvements in social competence (ES range = −.39 to .98). These inconclusive findings are consistent with the outcomes of previous research assessing the effects of literacy interventions on the social competence of children at-risk for EBD. ^

Subject Area

Education, Early Childhood|Education, Special|Education, Reading

Recommended Citation

Pierce, Corey D, "An investigation of the effects of a prereading intervention on the social competence of kindergarten children at -risk for EBD and reading problems" (2004). ETD collection for University of Nebraska - Lincoln. AAI3142094.
http://digitalcommons.unl.edu/dissertations/AAI3142094

Share

COinS