The Effectiveness of Systematic and Engaging Early Literacy (SEEL) Intervention on Word Reading in Kindergarten Students Receiving Tier 3 Services

• Main Author: Cole, Christina Haley
• Format: Others
• Published: BYU ScholarsArchive 2013
• Subjects: Systematic and Engaging Early Literacy Intervention; early intervention; early reading; Consonant-Vowel-Consonant words; Response to Intervention; Communication Sciences and Disorders
• Online Access: https://scholarsarchive.byu.edu/etd/3699; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4698&context=etd

This study evaluated the effectiveness of the Systematic and Engaging Early Literacy (SEEL) intervention method to improve consonant-vowel-consonant (CVC) reading in four students receiving Tier 3 services. The SEEL intervention method was also combined with the use of digital books on an iPad to investigate the effects of using technology in reading intervention sessions. Previous research indicates effectiveness for the foundational principles of SEEL, which include instruction in engaging, meaningful contexts that provide frequent and intense opportunities to practice. This research involved 4 kindergarten students who qualified for Tier 3 services based on their performance on an index of difficulty in early literacy skills. The study contrasted trained with untrained literacy targets of comparable difficulty and was conducted as a single-subject multiple-baseline-across-behaviors design. Intervention was delivered three times a week for 15-20 minutes, depending on the engagement of the participants. An analysis of the results showed improvement in three out of four participants in their reading ability of the target CVC words. It gave mixed results as to the effects of using technology in combination with the reading intervention. The analysis also looked at student engagement during both the hands-on manipulation of the materials and the reading and writing tasks performed on the iPad. It found that the engagement between these two parts of each session was similar; if a student had poor engagement for the SEEL intervention, he or she also had poor engagement for the iPad portion, and vice versa. This study provides further insight into the efficacy of SEEL and the use of technology; it also provides suggestions for future research in the area of reading intervention.