title: Small groups, big gains: efficacy of a tier 2 phonological awareness intervention with preschoolers with early literacy deficits.
abstract: OBJECTIVE
  The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers.
  
  
  METHODS
  A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study.
  
  
  RESULTS
  The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge.
  
  
  CONCLUSIONS
  Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum.
authors.forename: Lydia G
authors.initials: LG
authors.lastname: Kruse
authors.forename: Trina D
authors.initials: TD
authors.lastname: Spencer
authors.forename: Arnold
authors.initials: A
authors.lastname: Olszewski
authors.forename: Howard
authors.initials: H
authors.lastname: Goldstein
mesh_terms: D001364:Awareness; D002675:Child, Preschool; D003479:Curriculum; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D018479:Early Intervention, Educational; D005260:Female; D006126:Group Processes; D006801:Humans; D007805:Language Development Disorders / Q000175:diagnosis / Q000628:therapy*; D000067010:Literacy; D008297:Male; D010700:Phonetics; D011203:Poverty