The Implementation of Reading Interventions in a Community Setting

Publication Year:
2005
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Repository URL:
https://digitalcommons.unomaha.edu/studentwork/2363
Author(s):
Bell, Kimberly H.
Tags:
Psychology
thesis / dissertation description
The study examined the effects on reading skills of phonological awareness and analogy-based interventions that were provided in a community setting. Children were assigned randomly to one of the two conditions. In the phonological awareness condition, children were taught to connect the sounds of speech with alphabet letters. In the analogy-based condition, children were taught to use familiar words to decode unfamiliar words. The results revealed significant overall improvement on three measures of reading skills. However, this improvement did not depend on whether the children received the analogy-based or phonological awareness intervention. The implications of this research for developing effective reading interventions in collaboration with community organizations are discussed.