Department of Special Education and Communication Disorders


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Published in Exceptional Children 72:1 (2005), pp. 29-45. Reproduced with permission, copyright © 2005 by the CEC, Inc. . All rights reserved.


This study investigated the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Children identified through a systematic screening process were assigned randomly to experimental or nonspecific treatment conditions. Children who received the intensive prereading intervention showed statistically and educationally significant gains in their beginning reading skills relative to their counterparts in the nonspecific treatment condition. In contrast, improvements in teacher ratings of the classroom competence, emotional and behavioral self-control, and self-confidence of children in the experimental and nonspecific treatment conditions were not statistically significant from one another.