Small-Group, Emergent Literacy Intervention Under Two Implementation Models
Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties
Bibliographic Data
| ID | 21349902 |
|---|---|
| Authors | Shayne B Piasta (0000-0003-3655-4702, The Ohio State University, Columbus, USA, corresponding author), Jessica A R Logan (0000-0003-3113-4346, The Ohio State University, Columbus, USA), Cynthia M Zettler‐Greeley (0000-0003-2256-2971, Nemours Children’s Health, Jacksonville, FL, USA), Laura L Bailet (0000-0003-2744-9409, Kaplan Early Learning Company, Lewisville, NC, USA), Kandia Lewis (0000-0002-7891-9258, Nemours Children’s Health, Wilmington, DE, USA), Leiah J G Thomas (0000-0001-9988-3285, The Ohio State University, Columbus, USA) |
| Year | 2023 |
| Volume | 56 |
| Issue | 3 |
| Pages | 225-240 |
| Publication date | 2023-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00222194221079355 |
| PMID | 35189750 |
| OpenAlex | W4212842086 |
| Language | EN |
| Citations received | 4 |
| References cited | 67 |
Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children’s emergent literacy skills when implemented by teachers and community aides in authentic preschool classrooms. We randomly assigned 98 classrooms to one of three conditions (NBS! teacher-implemented, NBS! community aide-implemented, or control). Children enrolled in these classrooms who met eligibility criteria and were identified as at risk via an early literacy screener ( n = 281) completed pretest and posttest emergent literacy assessments; those assigned to NBS! conditions received intervention from their classroom teacher or a community aide affiliated with a local kindergarten-readiness initiative. Intent-to-treat analyses showed no significant impacts of NBS! on any outcome, and an instrumental variable, as-treated approach showed one significant intervention effect on letter writing. Consequently, we did not replicate results of prior highly controlled efficacy trials. Findings have implications for revising the NBS! theory of change, conducting dosage and as-treated analyses, and moving research-based interventions toward scale-up
At-risk students · Developmental psychology · Emergent literacy · Intervention (counseling) · Literacy · Medical education · Pedagogy · Psychological intervention · Reading (process) · Clinical Psychology · Early Childhood Education and Development · Language Development and Disorders · Medicine · Psychology · Reading and Literacy Development
Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting
Leveraging Large Administrative Data for Special Education Policy Analysis
Interventions for Students with or at Risk for Reading Difficulties in Grades K-2
Combined Language and Code Emergent Literacy Intervention for At-Risk Preschool Children
Estimating the Difference Between Published and Unpublished Effect Sizes
The instruction of reading comprehension
Teachers’ Language Practices and Academic Outcomes of Preschool Children
Reading achievement gaps, correlates, and moderators of early reading achievement
Standards of Evidence for Efficacy, Effectiveness, and Scale-up Research in Prevention Science
A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions
Development of Phonological Awareness
Identification of Causal Effects Using Instrumental Variables
Decoding, Reading, and Reading Disability
Implementation Matters
Implementation of a small-group emergent literacy intervention by preschool teachers and community aides
The early writing skills of children identified as at-risk for literacy difficulties
Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills
Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms
Classroom quality and children’s academic skills in child care centers
Developing Early Literacy Skills
Phonemic Awareness Instruction Helps Children Learn to Read
Making Every Study Count
Trends in Children’s Academic Skills at School Entry
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |