The effect of response-to-intervention model on developing acquisition of letter naming knowledge and spelling knowledge among kindergarten children identified as at risk for the acquisition of beginning reading

Abstract

   The purpose of this study was to investigate the effect of  response-to-intervention model on developing acquisition of letter naming knowledge and spelling knowledge  among kindergarten children  identified as at risk for the acquisition of beginning reading. Thirty- six kindergarten children  identified as at risk for the acquisition of beginning reading participated in this study. Children were administered a pre- reading skills test ( developed by Mourad Ali, 2014 to screen for children who are at risk for the acquisition of beginning reading) . Children who had  low achievement scores on the test (( at least 1.5 standard deviations [SD] below the population mean) were included. Letter Naming Knowledge  Test and Spelling Knowledge Test were employed. In order to analyze the data from the pre- and post-test, the author used ,making use of  the Statistical Package for the Social Sciences (SPSS) V22.0. ANCOVA analysis and t-test results indicated the effectiveness of response-to-intervention model on developing acquisition of letter naming knowledge and spelling knowledge  among kindergarten children  identified as at risk for the acquisition of beginning reading