Research for the School Year 2005-2006

Sample

• 75 kindergarten children
  • 38 SEEL treatment (3 ELL)
  • 37 Control (6 ELL) recieved regular kindergarten instruction
• 4 paraprofessionals in kindergarten
  • Experience and education varied

Procedures

• Sample recruited from 2 schools in Provo, UT
  • Consent obtained from parents
• Instruction given 2 to 4 times per week in small groups
• The paraprofessionals implemented training that had been given through professional-development

Literacy Measures

• Phonological Awareness Literacy Screening (PALS)

Research Results

Children in the SEEL treatment condition showed significantly more growth on all literacy measures than children in the comparison group (see graph).

Conclusions

• Supplemental SEEL instruction positively impacts children’s development of early literacy skills
• Explicit instruction in literacy skills positively helps children at risk avoid early literacy problems
• Instruction should be explicit, interesting, meaningful and sustained over the year