Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review.

Nelson, J. Ron; Benner, Gregory J.; Gonzalez, Jorge

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Peer reviewed

ERIC Number: EJ677952

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0938-8982

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Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review.

Nelson, J. Ron; Benner, Gregory J.; Gonzalez, Jorge

Learning Disabilities: Research & Practice, v18 n4 p255-67 Nov 2003

A meta-analysis of 30 studies found the following learner characteristics influenced the treatment responsiveness of early literacy interventions: rapid naming; problem behavior; phonological awareness; alphabetic principle; memory; IQ; and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. (Contains references.) (Author/CR)

Descriptors: Behavior Problems, Demography, Early Childhood Education, Early Intervention, Intelligence Quotient, Learning Disabilities, Literacy, Memory, Meta Analysis, Performance Factors, Predictor Variables, Student Characteristics, Success

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A