Abstract of

Factors That Predict Success in an Early Literacy Intervention Project

Lauren Leslie

Linda Allen

The reported studies were conducted over 2 years to examine the effectiveness of an early literacy intervention project for inner-city children in grades 1–4. Children who were either nonreaders or were one or more years below grade level in reading received small-group literacy instruction from preservice teachers after school for 10 weeks each semester until they achieved grade-level reading. Parents were involved by attending literacy events and reading with their child at home. Children enrolled in the project made more progress after one semester than a group of untutored children. Children who began a semester reading at primer or first-grade levels made more progress than children reading at lower or higher levels. The factors that predicted reading growth were: the number of rime patterns taught, story grammar instruction, the number of words the child read at home, and parent involvement in recreational reading. The results and implications are discussed in relation to other early intervention projects.

Abstract from Leslie, L., & Allen, L. (1999). Factors That Predict Success in an Early Literacy Intervention Project. Reading Research Quarterly, 34(4), 404–424. doi: 10.1598/RRQ.34.4.2