Enhancing Reading Skills in 1st Grade Children

Study Summary

The purpose of the present study is to assess a reading intervention for first graders who are identified by their teachers as reading below grade level. The intervention addresses reading skills through a variety of techniques including games, play, movement exercises, music, and breaks to enhance literacy skills and reduce frustration commonly accompanying sight word recognition and phonemic decoding. Over half of elementary school students in the United States are reading below grade level compared to their same age peers. Children with poor reading skills are more likely to experience academic and behavioral problems. When students are not reading at grade level by 4th grade, they are more likely to experience future academic failure, school dropout, juvenile delinquency, teenage pregnancy, and under- or unemployment in adulthood. Traditional methods of classroom large group instruction require children to sit quietly and concentrate on small print for extended periods of time. Many children experience frustration and agitation in response to such reading demands.

Primary Outcome

The TOWRE is a measure of reading fluency and accuracy for both children and adults. The instrument consists of two subtests: sight word efficiency (108 word items) and phonemic decoding efficiency (66 word items). The subtests can be scored separately or aggregately for a total score. Scores are calculated based on the number of total words read correctly in a 45 second period. Administration requires approximately 10 minutes.

Interventions

• BEHAVIORAL 10-week Reading Program