| The predictive power of phonological awareness for later literacy outcomes has prompted educators to develop interventions targeting these skills in children at-risk for qualifying for special education services. These programs have proven successful in positively affecting later literacy achievement. However, studies comparing different intervention strategies are relatively lacking. Therefore, the purpose of the present study was to compare the effectiveness of two phonological awareness intervention strategies (drill-based and naturalistic). Forty-four at-risk preschool children were assigned to one of three groups (drill-based, naturalistic, or control group). The intervention groups received twenty minutes of intervention, twice a week for four weeks. Results indicate that both intervention methods were successful in increasing preschooler's phonological awareness skills compared to a non-treatment control group. |
