Longitudinal Effects of Early Literacy Concepts on Reading Achievement: A Kindergarten Intervention and Five-Year Follow-up

Abstract

The effects of a literacy intervention in kindergarten were measured using a control-group design. Three treatment groups were taught using beginning-reading booklets to complement the authorized language program. One group used the booklets at home; the second, both in school and at home; and the third, in school only. Data were gathered at the beginning of kindergarten and at the end of kindergarten, first, second, third, and fourth grades. Results indicated that children's knowledge of early literacy concepts increased during kindergarten, and that this improved students' reading achievement for the next 4 years. Effects were strongest and longest lasting for the in-school group.