Environmental Modification and Teacher Mediation: Impact on the Literacy Behaviors of Preschoolers With Special Needs

Abstract

The purpose of this study was to investigate the impact of modifications to the environment and a teacher mediated intervention in regard to the early literacy behaviors of preschoolers receiving early childhood special education services. There were three classrooms targeted. Out of the three classrooms, there was a focus on nine children with developmental delay. Step one was to complete a classroom assessment to identify the early literacy supports needed for each classroom. Step two was to collect baseline literacy behaviors during center time, a period when children are allowed to choose their activities. Step 3 was to implement the intervention of adding literacy props and a teacher mediation intervention. Results were consistent with previous studies in that the addition of literacy props, paired with teacher mediation, led to an increase in literacy behaviors. Data will be shared in regard to the results of the intervention for both classroom and individual student data