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An investigation of the effects of a prereading intervention on the social competence of kindergarten children at -risk for EBD and reading problems
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
Special education|Literacy|Reading instruction|Preschool education
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.
https://digitalcommons.unl.edu/dissertations/AAI3142094