Intervention Areas & Citations

Intervention Target Areas:

- A fundamental insight developed in children's early years through instruction is the alphabetic principle, the understanding that there is a systematic relationship between letters and sounds (Adams 1990; Juel,1991)
- The combination of instruction in phonological awareness and letter-sounds appears to be the most favorable for successful early reading (Haskell, Foorman, & Swank, 1992; Moats, 1999)

- Emergent literacy includes a wide array of skills that are acquired before conventional literacy is learned, such as phonological awareness, alphabet knowledge, print concepts, narrative awareness, vocabulary and oral language (Justice & Pullen, 2003; Justice & Kaderavek, 2004).
- Research shows children’s print knowledge is one of the better predictors of children’s reading comprehension (Caplovitz, 2005)
- Awareness of morphology has been shown to be a strong indicator of and positive influence upon reading comprehension (Soifer, 2005)

- There is a direct causal link between rime and reading acquisition (Goswami and Bryant, 1990)
- A crucial step in the development of speech, language and reading development skills is auditory discrimination (Sadoussi, Aham, Loukili, Mammad, Mrabet, 2018; Kennedy and Backman, 1993; Hamaguchi, 2010; Zhang, Moore, Guiraud, Molloyk, Yan, Amifays. 2016)
- Sound isolation and segmentation are essential in developing reading skills and serves as a predictor of later reading success (Skjelford, 2016; Gillon, 2017; Lyon, 1995, Shaywitz, 2003)

- Segmenting and blending are important fundamental sub-skills for developing reading and are predictors of reading acquisition success (Adams, Foorman, Lundberg, Beeler, 1998; National Reading Panel, 2000; Smith, Simmons, Kame’enui, 1998; Shaywitz, 2003)
- Teaching rhyming skills in conjunction with other emergent literacy skills may result in heightened literacy and phonological awareness skills (Bradley & Bryant, 1983; Bradley, 1988; Defior & Tudela, 1994; Hatcher, Hulme, & Ellis, 1994)
- Sounds (phonemes; morphemes) are meaningful units that enhance the clarity of meaning and therefore increased success in communication as well as being important for reading and spelling along with vocabulary and comprehension (Clark, 1984, 2003, 2007, 2017; Nagy, Diakidoy, Anderson, 1993; Soifer, 2005; Park, Brownell, Reed, Lombardino, 2020).

- Morphology is a critical element of successful vocabulary development and accurate decoding (Soifer, 2005)
- Use of Onset/rime segments is shown to be an effective way of improving phonological awareness as well as increasing knowledge of word families (Adams, 1990; Clark and Uhry, 1995; Smith, Simmons, Kame’enui, 1998)
- Shared reading results in larger receptive and expressive vocabulary (Pillard-Durodaol et al, 2011)