Language and Literacy Curriculum Supplement for Preschoolers Who Are Academically At Risk: A Feasibility Study

Abstract

Purpose The potential benefit that a low-cost scripted language and literacy supplemental curriculum titled Read It Again! (RIA; L. M. Justice, A. S. McGinty, A. R. Beckman, & C. R. Kilday, 2006) may have on preschool-age children’s skills was explored. RIA was developed to meet the needs of preschool educators who may not have access to current commercially available high-cost language and literacy curricula, which often require ongoing intensive professional development. RIA involves implementing 60 large-group lessons over a 30-week period that feature repeated use of 15 commercial storybooks. Method Using a quasi-experimental pre–post research design, 11 preschool teachers implemented RIA in their classrooms for an academic year, and 9 teachers working in comparable preschool programs served as comparisons. Language and literacy measures were collected in the fall and spring of the year. Results Children whose teachers implemented RIA had higher scores in the spring on measures of language (i.e., grammar and vocabulary) and measures of literacy (i.e., rhyme, alliteration, and print). Effect-size estimates were consistent with medium- to large-size effects. Conclusions RIA may be a viable means of enhancing the language and literacy instruction that is delivered within preschool classrooms and, therefore, a means of enhancing children’s language and literacy learning. Future directions for continued evaluation of RIA are discussed.