The effects of an individualized clinical reading program on kindergarten and beginning grade one at-risk students: A longitudinal study
This was a longitudinal study that investigated the effects of an early intervention program which was implemented at the beginning of formal reading instruction and used individual clinical instruction with at-risk students. A total of 37 private school students were divided into three cognitive ability groups and evaluated over a three year period using the reading comprehension and study skills sections of the Stanford Achievement Tests (1982) administered annually. At-risk students were matched with a normal peer group for gender, cognitive ability, and time at school. Results showed there were no significant differences in the reading comprehension scores for program and non-program students. However, the at-risk group showed significantly lower scores on the study skills section at the end of grade three. These results indicate that early reading intervention for at-risk students promotes compensation and helps develop processes for adequate reading comprehension but these students continue to have weaker linguistic abilities.
Literacy|Reading instruction|Special education|Elementary education
Shapiro, Yevette Trieff, "The effects of an individualized clinical reading program on kindergarten and beginning grade one at-risk students: A longitudinal study" (1989). ProQuest ETD Collection for FIU. AAI9012761.