Preschool Writing Project: July 2017 – June 2021
An Examination of Response to Intervention in the Early Writing Skills of At-Risk Preschoolers
U.S. Department of Education, Institute for Education Sciences
Kids attending Head Start centers in two local counties are participating in the project. They enroll two years prior to entering kindergarten and participate for 3 years.
What are we learning?
The primary purpose of this project is to establish a stronger scientific foundation for educational practice within the early literacy by utilizing recent advances in cognitive science and neuroscience to examine:
(1) the impact of an established evidence-based intervention (Phonological Awareness+Letter Knowledge: PA+LK) on the developmental trajectories of writing skills in preschool children at-risk for early learning problems;
(2) whether improvements in selected cognitive abilities (i.e., fine-motor, language-based functions), but not others (i.e., executive functions) mediate the effects of treatment on writing outcomes; and,
(3) whether treatment is moderated by child (cognitive ability) or contextual (home and classroom literacy environment) factors.
Want to know more?
We are providing instruction using the evidence-based lesson plans from the PA+LK approach. At age 3, preschoolers who are deemed typically developing or at risk for challenges with literacy. The kids at risk will be randomly assigned either a no-treatment group or a treatment group. The treatment group participates in evidence-based lessons targeted to improve emergent early literacy skills, for two consecutive years. The sessions will focus on phonological awareness, developing letter knowledge, and print skills. The no-treatment groups participates in book based reading and activities.
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