Early intervention strategies in kindergarten to ensure literacy success

Many students enter kindergarten and are already at risk for literacy difficulties. The purpose of this study was to examine the implementation of early intervention strategies to kindergarten students for literacy success. This quantitative study explored early intervention strategies to improve kindergarten students' literacy at an elementary school in South Carolina. Participants from 4 kindergarten class were assessed utilizing the Developmental Reading Assessment (DRA). Reading levels from this assessment were utilized to gain knowledge about student participants before and after an intervention. All student participants received intense, small group instruction based on the Concepts About Print Skills, a prerequisite literacy foundation, based on research to enhance long-term reading success. Instruction included developmentally appropriate activities and practice on literacy skills. The results of this study showed the potential to affect social change inherent in long-term student achievement. Statistical analysis of this project study included the paired measured t in assessing the data through comparing pretest and posttest scores. There was a significant relationship between early intervention strategies and literacy development with a strong link to how kindergarten students attend to print ensuring emergent reading skills necessary for literacy acquisition. Providing meaningful experiences in literacy can contribute to young children's language and literacy skill development. High quality instruction and a rich print environment have been proven to have long lasting effects on literacy development through the primary grades and beyond. Early intervention is essential as research shows that strategies based upon literacy skills implemented at an early age may ensure literacy success.