{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:04:37Z","timestamp":1777892677880,"version":"3.51.4"},"reference-count":43,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2004,3,1]],"date-time":"2004-03-01T00:00:00Z","timestamp":1078099200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2004,3]]},"abstract":"<jats:p>This study examined the first-grade reading progress of children who participated in an intensive beginning reading intervention in kindergarten. Specifically, the study investigated whether kindergarten intervention could prevent first-grade reading difficulties, or produce an \u201cinoculation\u201d effect, for some children under certain instructional conditions. Participants included children at risk for developing reading difficulties who received a 7-month beginning reading intervention in kindergarten. In October of first grade, 59 children who had achieved criterion levels on measures of phonological awareness and alphabetic knowledge were randomly assigned to one of two types of first-grade reading instruction: (a) code-based classroom instruction and a supplemental maintenance intervention, or (b) only code-based classroom instruction. February posttest measures assessed oral reading fluency, word reading, nonword reading, and comprehension. Between-group analyses indicated that instructional groups did not differ on any posttest measure. The students' absolute levels of achievement were compared to national and local normative samples. These results indicated that between 75% and 100% of students in both conditions attained posttest levels and demonstrated growth comparable to their average-achieving peers. These results support the hypothesis that strong responders to kindergarten intervention can experience an inoculation effect through the middle of first grade with research-validated classroom reading instruction.<\/jats:p>","DOI":"10.1177\/00222194040370020101","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"90-104","source":"Crossref","is-referenced-by-count":77,"title":["Beginning Reading Intervention as Inoculation or Insulin"],"prefix":"10.1177","volume":"37","author":[{"given":"Michael D.","family":"Coyne","sequence":"first","affiliation":[{"name":"Neag School of Education, University of Connecticut,"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Edward J.","family":"Kame'enui","sequence":"additional","affiliation":[{"name":"Institute for the Development of Educational Achievement in the College of Education at the University of Oregon"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Deborah C.","family":"Simmons","sequence":"additional","affiliation":[{"name":"Institute for the Development of Educational Achievement at the University of Oregon"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Beth A.","family":"Harn","sequence":"additional","affiliation":[{"name":"University of Oregon"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2004,3,1]]},"reference":[{"key":"atypb1","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams, M.J.","year":"1990"},{"key":"atypb2","volume-title":"Building on the best, learning from what works: Seven promising reading and English language arts programs","author":"American Federation of Teachers.","year":"1999"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.2307\/1511191"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.91.3.403"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.85.1.104"},{"key":"atypb6","volume-title":"Kindergarten reading intervention: Inoculation or insulin? 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