A single-subject-multiple-baseline-across-behaviors design was used to examine the effects of using Systematic and Engaging Early Literacy (SEEL) instruction to help Tier 3 kindergarten students learn to read CVC words. Four students designated as Tier 3 by their teachers participated in the study. They were grouped into two dyads and received SEEL instruction focusing on specific word reading targets for approximately 20 minutes four days per week over a seven-week time period. The instruction included meaningful, interactive activities and incorporated high levels of play, multiple exposures to the target, explicit instruction, and student-teacher conversational exchanges. Baseline assessment data were collected prior to the application of the intervention for each of the targets and assessment data continued to be collected after each intervention session. All students learned to read the target words and three of the students generalized their learning to other targets. A moderate to large effect size of 0.54 was obtained using Cohen's r value. The need for adequate exposure to targets and time to practice was highlighted, along with the value of revisiting targets and addressing individual student's needs when working in small groups.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Marshall, Esther, "An Examination of the Effects of Using Systematic and Engaging Early Literacy to Teach Tier 3 Students to Read Consonant-Vowel-Consonant (CVC) Words" (2011). All Theses and Dissertations. 3060.
reading, decoding, kindergarten, CVC words, response to intervention, Tier 3, single subject design