{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,28]],"date-time":"2026-01-28T07:02:45Z","timestamp":1769583765091,"version":"3.49.0"},"reference-count":51,"publisher":"American Speech Language Hearing Association","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Am J Speech Lang Pathol"],"published-print":{"date-parts":[[2015,5]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Results<\/jats:title>\n            <jats:p>The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusions<\/jats:title>\n            <jats:p>Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2015_ajslp-14-0035","type":"journal-article","created":{"date-parts":[[2015,4,2]],"date-time":"2015-04-02T20:45:57Z","timestamp":1428007557000},"page":"189-205","source":"Crossref","is-referenced-by-count":37,"title":["Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention With Preschoolers With Early Literacy Deficits"],"prefix":"10.1044","volume":"24","author":[{"given":"Lydia G.","family":"Kruse","sequence":"first","affiliation":[{"name":"The Ohio State University, Columbus"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Trina D.","family":"Spencer","sequence":"additional","affiliation":[{"name":"Northern Arizona University, Flagstaff"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Arnold","family":"Olszewski","sequence":"additional","affiliation":[{"name":"University of South Florida, Tampa"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Howard","family":"Goldstein","sequence":"additional","affiliation":[{"name":"University of South Florida, Tampa"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams M.","year":"1990"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.38.4.3"},{"key":"e_1_3_2_4_1","volume-title":"Explicit instruction: Effective and efficient teaching","author":"Archer A. 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